171 

Hz 




F 









MS <3 



FLIN 









:43iti3ia32iKwu«1 






tnt 'iHi-H J 



f M|SSf K 




H 



1l!!>iKlai!l5lliilJsl ! ii : !i!l 



:U'J;'.p::i, -,!:-,(;; 



I :>]<■ a " IHUnJ ;li 




Class 
Book 



TTni 



CbpyrightN - 



COPYRIGHT DEPOSIT. 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/handicraftforgirOOmcgl 



Handicraft for Girls 



A Tentative Course 



IN 



Needlework, Basketry, Designing, Paper and Card 

Board Construction, Textile Fibers and Fabrics 

and Home Decoration and Care 



Designed for Use in Schools and Homes 



Prepared by 
IDABELLE McGLAUFLIN 

Supervisor of the Girls' Handwork in Ihe Denver Public Schools 




1 > ' 



Published by 

THE MANUAL ARTS PRESS 

PEORIA, ILLINOIS 



Copyright 

iDABELLE McGLAUFLIN 
1910 



©CI A 2738 10 



EXPLANATORY NOTE. 

The exercises in this five-year course are based , 
upon an estimated time of one hour per week in the 
first two years, and one and one-half hours in the 
last three, the school year consisting of thirty-eight 
weeks. 

All materials, with the exception of that used for 
the full-sized garments and some of the Christmas 
gifts, are supposed to be furnished by the Board of 
Education. In many instances the pupils are allow- 
ed the privilege of supplying themselves with a better 
grade of material if they wish. In every case a sub- 
stitute is given for the full-sized garment if the home 
cannot furnish the material. All supplies can be 
purchased by the class collectively or individually, 
if the Board of Education so desires. 

Every exercise in handicraft should embody an 
educational principle, making sure the training of the 
judgment, the eye, or the memory, and tending to 
develop skill, patience, accuracy, perseverance, dex- 
terity or artistic appreciation. 



CONTENTS. 



CHAPTER I, — Suggestions to Teachers. 7 

General Directions for Pupils of Sewing Classes. Drills 
for Beginners. 

CHAPTER II — Course of Instruction 11 

First Year — Third Grade. Detailed Description of Exer- 
cises. 

CHAPTER III. — Course of Instruction 19 

Second Year — Fourth Grade. Detailed Description of 
Exercises. 

CHAPTER IV. — Course of Instruction 28 

Third Year — Fifth Grade. Detailed Description of Exer- 
cises. 

CHAPTER V. — Course of Instruction 39 

Fourth Year — Sixth Grade. Detailed Description of Exer- 
cises. 

CHAPTER VI. — Course of Instruction 50 

Fifth Year — Seventh Grade. Detailed Description of Exer- 
cises. 

CHAPTER VII. — Description of Stitches 62 

Stitches Used in Plain Sewing. Ornamental Stitches. 
Miscellaneous. 

CHAPTER VIII. — Textile Fibers and Fabrics 90 

Silk. Cotton. Flax. Wool. 

CHAPTER IX. — Dress and Its Relation to Art 98 



CHAPTER X. — Paper, Cloth and Cardboard Construction. 101 
CHAPTER XI. — Home Furnishing, Decoration and Care. .112 
CHAPTER XII.— Basketry 114 

General Directions for making the Coil Basket. The Sewed 
Baskets. 

2 5 



CHAPTER I. 

SUGGESTIONS TO TEACHERS. 

The teacher's preparation for the lesson consists in doing each exercise 
before presenting the lesson to the class. It will take some of your time 
to do so, but it will save hours of time and much worry in the end, and 
you will thus discover how best to present the difficult points of the lesson. 
A well finished piece gives to the child a complete mental picture of what 
she is undertaking, and acts as an inspiration ; she will work quicker, 
easier, and better because of it. This impulse and a clear demonstration 
of the method of doing, will enable her to work far more independently 
of the teacher than would otherwise be possible, and will give more satis- 
factory results. 

What are designated as ''electives" in this book are designed to meet 
the needs of classes or individuals doing the work a second time or of 
teachers who find the regular work too difficult. 

Large classes can be handled with less wasted energy by dividing the 
class into groups that are doing the same work. This saves endless repe- 
tition and enables the teacher to give better general supervision. This is 
the most vulnerable point in class work. A teacher may work laboriously 
and still waste her own and the children's time by too close an adherence 
to the individual method of instruction. Those children whose turn 
comes toward the end of the line will have lost much of the value of the 
lesson. Children require constant supervision. It is not teaching to 
examine the work when finished and order it ripped out. The fault is 
then with the teacher and not with the child. Each successive step should 
be inspected and corrected before the next one is taken. I would go still 
farther and have every pupil, even in the advanced grades, submit a sample 
of her work on every stitch to be used in each exercise. Children are 
always eager to begin a new piece, and if required to practice until the 
result is satisfactory will very soon do good work. You then have this to 
refer to and can hold them to their best. 

There is absolutely no value in poor, careless, puttering work. Un- 
less the child has a high ideal and strives to reach it, the time of the lesson 



HANDICRAFT FOR GIRLS 

is wasted. Encourage self-criticism. Work should be done to one's own 
satisfaction whether it is to be seen by others or not. 

Do not allow pupils to take their work home unless it is some required 
practice work. It is not the object to cover a certain amount of ground, 
but to inculcate high standards of excellence and some technical skill. 
They cannot accomplish this by themselves. I would prefer that classes 
do not complete the entire course rather than have good work sacrificed 
to quantity. There is a difference between careful, painstaking effort, 
and the puttering away of valuable time. 

Avoid delay in distributing supplies. 

Be sure that every member of the class understands clearly tho object 
of the lesson. 

Do not encourage waste by a too liberal supply of material. 

Too much stress cannot be laid upon the careful preparation of the 
cloth to be used. Trim all edges neatly before hemming, facing, gather- 
ing, etc. Do not alloiv children to sew without basting. The time re- 
quired for careful basting is well spent. 

It is not expected that the various pupils of the class will advance with 
the same degree of proficiency. Some will require a much longer time 
on an exercise than others. As it is greatly to the advantage of the class 
in the end, and saves time and tiresome repetition to give each new exer- 
cise or stitch as a class lesson, the average pupils should regulate the time 
for taking up new work. A teacher of resources will find ways and means 
of bringing up the work of slow pupils, and profitable "busy work" for 
those who work more rapidly. For the former, a little extra time each 
day — not as a punishment, but as an opportunity to catch up — would be 
all that is necessary. For the latter, there is a great variety of interest- 
ing, useful work. 

It is a pedagogic truism that every teacher, consciously or unconsciously, 
imparts to her class her own inclinations. An enthusiastic class indicates 
an ardent interest on the part of the teacher, and a distaste for work and a 
lack of zeal on the part of the pupils are equally indicative of the teacher's 
attitude. Hear in mind that an unprepared teacher or a poorly presented 
lesson can make almost any exercise difficult and distasteful to the class. 
Do not blame pupils for poor work for which you are vourself responsible. 



SUGGESTIONS FOR TEACHERS 



GENERAL DIRECTIONS FOR PUPILS OF SEWING 

CLASSES. 

1. Be sure that the hands are clean. 

2. Always sit erect — well back in the seat — with the light coming over 
the left shoulder, both feet upon the floor, because the body will not be- 
come as tired, the hand will not shade the work and it is easier to see the 
stitches. Do not fasten the work to the knee, because a stooping position 
easily becomes a habit. 

3. Place the thimble upon the second finger of the right hand. Either 
the side or end of the thimble can be used. Never sew without one. 

4. Measure the thread either from shoulder to shoulder or from the 
end of the finger to the elbow. A long thread becomes soiled and worn 
before being used up and is more liable to knot. 

5. Wind the thread once around the forefinger and break from the 
spool, because the broken thread twists more easily to a point than when 
cut. Cut the thread from the work when finished to avoid drawing the 
stitches or breaking at the wrong place. 

6. Thread the needle from the end that hangs from the spool. In 
this way you are working with the twist of the thread and there is less 
danger of knotting and kinking. 

7. Do not wet the thread in the mouth. Roll the end of the thread 
between the thumb and forefinger and place through the eye of the needle. 

8. To tie a knot wind the thread around the forefinger once and a little 
over, and twist by rubbing the finger down the side of the thumb. With 
the nail of the second finger bring the knot thus formed to the end of the 
thread. 

9. Hold the unfinished work in the left hand. 

10. Do not bite the threads. 

1 1. Trim the selvedge, as it is hard to sew through and draws up when 
washed. 

12. The knot is always buried except in the basting which is to be 
removed. 



HANDICRAFT FOR GIRLS 



DRILLS FOR BEGINNERS. 

Drill 1. Threading the needle with cotton. Needle No. 8; colored 
thread. 

a. Prepare the cotton by twisting between thumb and forefinger. 

b. Place the thread in the eye of the needle. 

c. Draw the thread through with the right hand. 
Drill 2. Making the knot. 

a. Hold the needle in the right hand and the end of the thread in 

the left. 

b. Wind the thread around the forefinger once and a little over, 

and twist the threads together by rubbing the finger down the 
side of the thumb. Do not accept careless knots. 
Drill 3. Use of the thimble. 

a. Push the needle with the thimble. 

b. Push the needle back with the finger of the left hand. 
Never allow a pupil to sew without a thimble. 

Drill 4. Threading the yarn needle. 

a. Prepare the yarn by loosening the end with the needle. 

b. Place the yarn over the point of the needle and draw into a 
smooth loop. 

c. Draw the needle out and thread into the loop. 

Needles No. 10 will carry thread No. 100 90 80 

Needles No. 9 will carry thread No. 90 80 70 60 

Needles No. 8 will carry thread No. 70 60 50 40 

Needles No. 7 will carry thread No. 50 40 30 20 

Needles No. 6 will carry thread No. 20 10 

Needles No. 5 will carry Linen thread — Luster cotton 



10 



CHAPTER II. 

COURSE OF INSTRUCTION. 

First Year — Third Grade. 

equipment. 
Sewing box. 
Pin cushion — 20 pins. 
Thimble. 
Needles. 
Scissors. 
Thread cards. 
Practice Piece — Unbleached muslin, 9" x 6". 

Order of Exercises. 

Prepare Thread Cards — Cardboard 4" x 4", designed and cut for four 
kinds of thread. 

Exercise No. 1 — Basting Design. 
Exercise No. 2 — Running Design No. 1. 
Exercise No. 3 — Overhanding on Practice Piece. 
Exercise No. 4 — Pot Holder — Weaving — Christmas Piece. § 
Exercise No. 5 — Running Design — No. 2. 

Exercise No. 6 — Overhanding — Running Designs 1 and 2 together. 
Exercise No. 7 — Running Design No. 3.* 
Exercise No. 8 — Hemming a Towel.t 
Exercise No. 9 — Running Design No. 4* 

Exercise No. 10 — Overhanding — Running Designs 3 and 4 together. 
Overhanding Nos. 1 and 2 to 3 and 4.*f 

* < t § See Electives, page 18. 



11 



HANDICRAFT FOR GIRLS 



NO. 4. 




NO. 1. 



NO. 2. 





NO. 3. 



CHILDREN IN NATIVE COSTUME. 
SUGGESTIVE DESIGNS IN OUTLINE FOR THE RUNNING STITCH. 



12 



COURSE OF INSTRUCTION 



DETAILED DESCRIPTION OF EXERCISES. 

Teach: One inch, one-half inch, one-fourth inch. 
Practice: "Drills for Beginners," page 10. 

Exercise No. 1 — Basting. 

Materials: Unbleached muslin 5" x 8" stamped with the three bast- 
ing stitches, No. 1, page 64; colored thread No. 50; needle No. 7. 

Make pupils perfectly familiar with the name and use of this stitch. 
See "Description of Stitches Used in Plain Sewing," page 63. 

Beginning at the right hand follow the lines of the design with the 
thread, placing the knots over the dots on the right hand side and fasten- 
ing over the dots at the left. Under each stamped row of stitches put in 
one, two, three or more rows, depending upon the rapidity with which 
each individual works. This will help to keep the class uniform. 

Exercise No. 2 — Running. 

Materials : Stamped running design No. 1, page 12. Unbleached 
muslin 6" x 8" ; colored thread No. 50 ; needle No. 7. 

Make pupils perfectly familiar with the name and use of this stitch. 
See "Description of Stitches Used in Plain Sewing," page 63. 

The object of this model is to give the pupils practice in the running 
stitch. These designs are more interesting than practicing on plain cloth, 
so if the work is not satisfactory, cut the knot, pull out the thread, and try 
again. Give special attention to the knots and the fastening of the threads 
and the general neatness of the work. Place the knot on the wrong side 
and follow the lines of the design with the running stitch. 

Exercise No. 3 — Overhanding. 

Materials: Practice piece; colored thread No. 50; needle No. 7. 
Teach the Overhanding Stitch on the Practice Piece. See "Description 
of Stitches Used in Plain Sewing," page 63. Change the color of the 

3 13 



HANDICRAFT 



FOR 



GIRLS 



thread once or twice and teach the joining of the thread. Baste two 
folded edges together and insist upon neat, careful work. 

Exercise No. 4 — Pot Holder — Weaving — Christmas Piece.§ 

Materials : Weaving frame; netting needles; candle wicking in two 
colors ; brass rings. 




THE WOVEN POT HOLDER MADE OF CANDLE 
WICKING. 



Teach the principles of cloth weaving and the terms warp, woof and 
selvedge. 

The weaving frames are made from one-inch board, 8" x 8". Three- 
fourths of an inch from and parallel to the top and bottom drive a row of 



14 



COURSE OF INSTRUCTION 

nails, having very small heads, one-half inch apart, leaving an inch margin 
at both sides. 

Tie a slip knot in the end of the wicking and slip it over one of the cor- 
ner nails. Pass the wicking back and forth around the nails first on one 
side and then the other. This forms the warp. Draw the threads 
fairly tight and tie around the last nail. Thread the other color of wick- 
ing into the netting needles, weave across the warp threads alternately 
taking up and passing over them. In alternate rows take up the threads 
passed over in the preceding row. Do not draw the woof threads tight 
enough to draw the holder in at the sides. Slip from the frame and fasten 
the loose ends by weaving them back into the holder. Work a brass ring 
with the blanket stitch, using a strand of the wicking and sew it to one of 
the corners. 

Exercise No. 5 — Running. 



Materials: Running design No. 2, page 12, 6" x 8" ; colored thread 
No. 50; needle No. 7. 

Follow the lines of the design with the running stitch. 



Exercise No. 6 — Overhanding. 

Materials: White thread No. 50; needle No. 7. 
Running designs 1 and 2 are to be overhanded together. 
Turn a quarter-inch fold on the long side of both pieces. Baste the 
folded edges together and overhand. 

Exercise No. 7 — Running.* 

Materials: Running design No. 3, page 12, 6" x 8" ; colored thread 
No. 50; needle No. 7. 

Follow the lines of the design with the running stich. 

IS 



HANDICRAFT FOR GIRLS 



Exercise No. 8 — Hemming — Paper Folding for a Hem4 

Materials : Paper \y 2 " x 7 ". 

Fold the long way of the paper. First fold of the hem, one-fourth of 
an inch. Turn half an inch hem on one side and an inch hem on the 
other. Have each child cut from a card a gauge for measuring the hems 
and insist that the hems be turned evenly. 

Teach the hemming stitch on the Practice Piece with colored thread. 
Trim the edge neatly, fold the hem accurately and baste in place. Bad 
habits, that are hard to correct later, can so easily be formed in making 
this stitch that I wish to caution teachers in regard to the position of the 
needle in relation to the hem, the amount of cloth taken on the needle 
and the tendency toward making the blind stitch or the damask hem in- 
stead of the plain hemming stitch. 

Hemming a Towel. 

Materials : Crash, 9" woof, 6" warp; white thread No. 50; needle 
No. 7 ; tape \]/ 2 inches. 

Turn one-fourth inch fold on each side and across the bottom and baste. 
Turn the second fold one-fourth of an inch on the sides and baste. Hem 
the sides. Turn an inch hem at the bottom, baste and hem, giving special 
attention to the corners where the bottom hem is turned over the side 
hems. Hem the top with a quarter-inch hem if there is no selvedge. 
Sew a loop in the middle of the top on the selvedge edge as follows : Turn 
in one-fourth of an inch at both ends of the tape. Place the ends of the 
tape side by side and down one-fourth of an inch from the edge of the 
towel. Hem around the ends of the tape and back-stitch across the tape 
just at the edge of the towel. 

Exercise No. 9 — Running.* 

Materials: Running design No. 4, page 12, 6" \ 8" ; colored thread 
No. 50; needle No. 7. 

Follow the lines of the design with the running stitch. 

16 



COURSE 



O F 



INSTRUCTION 



Exercise No. 10 — Overhanding.*! 

Materials: White thread No. 50; needle No. 7. 

Running designs 3 and 4 are to be overhanded together. Turn a 
quarter-inch fold on the long sides of both pieces. Baste the folded edges 




DOLL S QUILT — ELECTIVE. 



together and overhand. Running designs 1 and 2 are to be overhanded 
to 3 and 4. Turn a quarter-inch fold at the top of one piece and the bot- 
tom of the other, baste the folded edges together and overhand. 



17 



HANDICRAFT FOR GIRLS 



Electives. 

*Running designs No. 3 and 4 may be omitted, (this will also cut 
out Exercise No. 10) and selections from the following substituted to 
fill in the time, pupils furnishing their own materials and teachers plan- 
ning their own designs : 
Pen wipers. 
Pin disks. 
Needle books. 

Small pin cushions for the sewing box. 
A wiper for eye-glasses. 
fThe four running designs in Exercise No. 10 may be made into a 
doll's quilt by basting to a lining, turning in and overhanding the edges 
together and tacking. Pupils will furnish their own materials for the 
lining. 

X Instead of the small towel encourage children to ask their mothers 
for a dish towel which they can bring from home to hem. Some house- 
keeper of the neighborhood might be glad to have her dish-towels hemmed 
for her by the class. 

§ Instead of the pot holder a child's picture-book may be substituted. 
See "Paper, Cloth and Cardboard Construction," page 101. 



18 



CHAPTER III. 

COURSE OF INSTRUCTION. 

Second Year — Eourth Grade. 

equipment. 

Sewing box. 

Pin cushion — 20 pins. 

Thimble. 

Needles. 

Scissors. 

Thread cards. 

Practice Piece — Unbleached muslin 9" x 12". 

Order of Exercises. 

Prepare Thread Cards — Cardboard \" x \" ', designed and cut for four 
kinds of thread. 

Exercise No. 11 — Seam Sampler — Seam A — Combination Stitch. 

Exercise No. 12 — Emery Balls.* 

Exercise No. 13 — Seam Sampler — Seam B — Stitching. 

Exercise No. 14 — Bags — Christmas Piece. f 

Exercise No. 15 — Seam Sampler — Seam C — Half-Back Stitching. 

Exercise No. 16— Doily — Blanket Stitch — Outline Stitch.t 

Exercise No. 17 — Seam Sampler — Seam D — French Seam. 

Exercise No. 18— A Pair of Dolls' Pillow Cases.§ 

Exercise No. 19 — Seam Sampler — Seam E — French Fell. 

Exercise No. 20 — Textile Fibers and Fabrics — Silk. 

* t J ■§ See Electives, page 27. 



19 



HANDICRAFT FOR GIRLS 



DETAILED DESCRIPTION OF EXERCISES. 

Review: One inch, one-half inch, one-fourth inch. 

Teach: One-eighth inch, three-eighths inch, seven-eighths inch. 

SEAM SAMPLER. 

Materials: Plain percale 10" warp, 12" woof; white thread No. 50; 
needle No. 7. 

Five exercises of the Second Year Sewing will consist of seam work on 
the Seam Sampler. Each stitch tcill be first taught on the Practice Piece. 
Make pupils perfectly familiar with the names and uses of the different 
stitches as they are taught. As the year's work progresses compare the 
different seams and teach when, where and why these various seams are 
used in garment making. See "Description of Seams, page 85. That 
the pupils may not lose interest in their sewing the seam work is alternated 
with miscellaneous exercises. 

Fold the percale with the warp into three equal pieces. . Cut off one 
piece. "Have each pupil label her large piece with her name. Collect and 
put them away until ready for Seam B. Do not leave them in the boxes or 
they will be lost, or soiled with too much handling. 

Exercise No. 11 — Seam A — Combination Stitch. 

See description of "Seam Sampler" given above. 

Materials : First section of Seam Sampler. 

bold with the warp through the center, and cut on the fold. Baste 
these two edges together one-fourth of an inch from the edge. Sew with 
the Combination Stitch three-eighths of an inch from the edge. 

Exercise No. 12 — Emery Balls.* 

Materials: Unbleached muslin, 6^4" x 6^"; red cashmere 6^" x 
6^/2" (this amount provides for four) ; thread, yellow, white and red; 
emery powder ; needles No. 7 and No. 3 ; green luster cotton. 

To cut the pattern of the strawberry emery ball : Draw a circle three 
inches in radius, and cut on the line. 



20 



COURSE 



O F 



INSTRUCTION 



Cut a circle from the unbleached muslin for the lining and one a quar- 
ter of an inch larger from the cashmere for the outside ; cut both into 
quarters. 

To make the case: Fold the two edges of the muslin together and 
sew in a seam with the combination stitch, rounding the point to give 




THE COMPLETED SEAM SAMPLER ILLUSTRATING EXERCISES 

NOS. 11, 13, 15, 17, AND 19. 

the strawberry shape. Turn in a good seam at the top and gather, till 
with the powdered emery and fasten the gathering thread by overhand- 
ing over the top. 

Before sewing up the outside put in the stitches, with yellow thread, 
to represent the seeds of the strawberry as follows: Hold the wroniz 
side of the cloth toward you and put in a row of tiny stitches half an inch 

21 



HANDICRAFT FOR GIRLS 

apart. One-fourth of an inch above these put in another row with the 
stitches midway between those of the last row, and so continue. If de- 
sired these may be omitted and the seeds represented by French knots 
when the strawberry is finished. 

Seam up the outside, slip it over the case, arranging the seams on oppo- 
site sides to avoid the possibility of powder sifting through. Overhand 
the top and cover with the green luster cotton to represent the calyx, 
leaving a loop for the stem. 

Exercise No. 13— Seam B — Stitching. 

Materials : Second section of Seam Sampler. 

Fold with the warp through the center and cut on the fold. Baste 
these two edges together one-fourth of an inch from the edge. Stitch 
three-eighths of an inch from the edge. 

Exercise No. 14 — Bags — Christmas PiECE.f 

The Christmas Piece will consist of bags of any size, shape or style for 
which the pupils wish to furnish their own materials. This gives the 
teacher an opportunity to exercise her own ingenuity and taste and to have 
some individuality in her work. There is a great variety, from the utility 
bag made of cheap, pretty material, costing only a few pennies, to the 
more elaborate ones made of dainty silk or ribbon. A little tact will 
easily adapt the style of bag to the home into which it is to go, for the pur- 
pose for which it is to be used, and the purse of the donor. 

Following are the directions for a simple button- bag: 

Materials: A soft washable fabric, 14" warp, 6" woof; thread; 
needles; narrow tape 26 inches. 

Crease an inch hem at each end. Fold the cloth with the two hems 
right sides together and baste from the lower edge of the hems to the bot- 
tom of the bag. Stitch a quarter-inch seam. Turn in the ends of the 
hems even with the sides of the bag and overhand from the top five-eighths 
of an inch, leaving an opening for the tapes three-eighths of an inch wide 
at the bottom of the hem. Baste and hem the hems, fastening securely 

22 



COURSE 



O F 



INSTRUCTION 




o 
z 






< 
H 
D 



o 



< 
03 



23 



HANDICRAFT FOR GIRLS 

at each side of the tape openings, as there is considerable strain when the 
tapes are drawn. Put in a row of running stitches parallel to and five- 
eighths of an inch from the top of the bag, for the tape opening. With 
a tape needle draw in the two tapes, sew the ends of each together and 
draw out of opposite openings so that the place of joining will not show. 
Overcast the seams. 

Exercise No. 15 — Half-Back Stitching. 

Materials : First and second sections of the Seam Sampler. 
Haste the two sections together one-fourth of an inch from the edge. 
Sew with the half-back stitch three-eighths of an inch from the edge. 

Exercise No. 16 — A Doily — Blanket Stitch and the 
Kensington Outline Stitch.? 

Materials : Imitation Butchers' Linen 9" x 9" ; white luster cotton; 
needle No. 5. 

An exercise in paper cutting for the doily design. Have pupils provide 
themselves with ten or twelve pieces of paper eight inches square for prac- 
tice cutting. Fold the first paper three times and cut a convex, concave 
or compound curve from corner to corner. Open and study these curved 
lines and select the most graceful. Cut again making corrections. Cut 
a design in straight lines. Cut one composed of both straight and curved 
lines. Do not work hap-hazard, but criticise, compare and reject. The 
surface requires little decoration if the doily is pleasing in outline. That 
which is placed upon it should have some relation to the outline. Study 
the space to be decorated and how it can be divided or ornamented by 
lines, curved or straight, that may serve as a real decoration, but avoid 
too elaborate designs. Before beginning the doily have a finished pattern. 
The pattern may be transferred to the cloth by tracing the pattern with 
a hard pencil, using carbon paper between pattern and cloth, or the pat- 
tern may be pinned on and the outline drawn and the design put on free- 
hand. 

24 



COURSE 



O F 



INSTRUCTION 



;' '*-•"■ ■■p rf '"' o ,*' ^^pSSr^ " ^^^^B 




U BL\ 




1 1 hIy t 


V " "^ 




1/ j^^H 


9 ' 8 :j/ 












JHi 








J ^ 


MBfliU 


i ' 1 


^^^ 


^H 




:■ ... . | '..■.; 


■T 1 






E 


3- "5$/ 




/ 


K %^i 








HJ ■ J 









O 

O 



O 
Q 



X 



Z 
O 






z 
5 

5 

o 



25 



HANDICRAFT FOR GIRLS 

To work the Doily. Finish the edge with the blanket stitch. See 
"Blanket Stitch," page 73. Work the lines of the design with the Ken- 
sington Outline Stitch. 

Exercise No. 17- — Trench Seam. 

Materials : Third section of the Seam Sampler. 

Fold with the warp through the center and cut on the fold. Follow 
the directions for the French Seam. 

Exercise No. 18 — A Pair of Miniature Pillow Cases.§ 

Materials : Two pieces bleached muslin 7^" warp, 8^" woof; 
white thread No. 50; needle No. 7. 

In a pillow case the warp threads should run lengthwise of the pillow. 
Crease a quarter-inch fold across one end and on both sides. Fold with 
the warp through the center so that the seam just turned comes on the 
inside, baste the folded edges together on the right side. Overhand on 
the right side, using no knot, but sewing over the end of the thread. 
Turn a three-quarter inch hem, baste and hem. Trim the seam and 
overcast. 

Exercise No. 19 — French Fell. 

Materials: Seam Sampler. 

Sew Section Three of the Seam Sampler to the others with the French 
Fell. Follow directions for the French Fell. 

Exercise No. 20 — Textile Fibers and Fabrics — Silk. 

Under the heading "Textile Fibers and Fabrics," page 90, will be 
found subject matter which can be used in correlation with the geography, 
language and history work. The fourth grade subject is silk. Secure 
if possible the silk cocoon and make a collection of silk fabrics. Language 
papers on the subject can be illustrated with pictures cut from papers and 
magazines. 

26 



COURSE OF INSTRUCTION 



Electives. 

* A choice may be had between the strawberry and the tomato emery 
ball. 

Tomato Emery Ball — Materials: Unbleached muslin 6 // x3 // ; 
red cashmere 6" x 3" ; emery powder ; red thread No. 50 ; green luster 
cotton. 

To cut the pattern : Draw a circle one and one-fourth inches in radius 
and cut on the line. 

Cut the two pieces for the lining and the two for the outside of the 
same size. Place the right sides of the two pieces of cashmere together 
between the two pieces of lining. Baste all together. Sew with the 
back stitch one-fourth of an inch from the edge, leaving an opening for 
turning and filling. Turn in a seam at the opening, fill with powder 
and close by overhanding the edges together. Flatten as much as possible 
and make the creases seen in the tomato by tightly drawing the thread of 
luster cotton from the center around the outside and back to the center, 
repeating several times. Make a little tuft of the luster cotton in the 
middle at the top. 

f The order of the doily and the bag may be reversed, using the doily 
for the Christmas piece instead of the bag, or the paper box may be sub- 
stituted. See "Cloth and Cardboard Construction," page 102. 

t Simple toilet articles in white, such as a handkerchief case, may be 
substituted for the doily, teachers planning their own designs. 

§ One pillow-case may be omitted and a pillow for the other case made 
instead. This may be stuffed with crumpled bits of paper. Use un- 
bleached muslin for the pillow. 



27 



CHAPTER IV. 

COURSE OF INSTRUCTION. 

Third Year — Fifth Grade. 

equipment. 
Sewing box. 
Pin cushion — 30 pins. 
Thimble. 
Needles. 
Scissors. 
Thread cards. 
Practice Piece — Unbleached muslin 9" x 12". 

Order of Exercises. 

Prepare Thread Cards — Carboard 4" x 4" designed and cut for four 
kinds of thread. 

Exercise No. 21 — Patching Sampler — Hemmed Patch. 

Exercise No. 22 — Mitered Corner. 

Exercise No. 23 — Patching Sampler — Overhand Patch. 

Exercise No. 24 — Basketry — Christmas Piece.* 

Exercise No. 25 — Napkin — Damask Hem.-!- 

Exercise No. 26 — Flannel Patch. 

Exercise No. 27 — A Pair of Sleeve Protectors. 

Exercise No. 28 — A Garment Brought from Home to be Repaired. 

Exercise No. 29 — A Pin Cushion. f 

Exercise No. 30 — Textile Fibers and Fabrics — Cotton. 

* ' i § See Electives, page 36. 



28 



COURSE OF INSTRUCTION 

DETAILED DESCRIPTION OF EXERCISES. 
Review the divisions of the inch. 

Patching Sampler. 

Materials: Gingham 8" warp, 13" woof; white thread No. 60; 
needle No. 8. 

It is desirable that each girl cut the two patches and the two pieces 
to be patched from the same piece of cloth, that there may be no difficulty 
in matching the pattern, when patching or when later sewing the two 
patched pieces together. 

Fold the piece of gingham, eight inches by thirteen inches woof, with the 
warp into three sections, two of them eight inches warp by five inches 
woof, and the third eight inches warp by three inches woof. Fold the 
three-inch piece across the warp in the center for the two patches. Cut 
on the creases. Pin one patch to one of the large pieces, label with the girl's 
name and put it away for Exercise No. 23. 

Exercise No. 21 — Hemmed Patch. 

Materials: First section of Patching Sampler. 

The hemmed patch is the strongest and the one most commonly used 
for repairing garments. The patch will not be noticeable if the pattern 
is skilfully matched. When matching stripes or plaids always turn on 
the line where the color changes, never through the middle of a stripe. 
Ten minutes spent on a paper pattern will prevent the mistakes beginners 
usually make in this exercise. 

Trim the patch and crease a quarter-inch fold on the four sides. Place 
the patch in the center of the large piece (which we will imagine to be 
worn) and baste around it, matching the pattern carefully. Do not 
allow pupils to go any farther until the patch is basted on exactly right. 
Turn to the right side and cut out the part supposed to be worn by the 
following successive steps: 

1. Measure one-half inch (or as near it as the pattern will per- 
mit) from the edge of the patch, using pins for marking the 
line where it is to be cut. 

s 29 



HANDICRAFT 



FOR 



GIRLS 



2. Cut out the center, leaving about one-half inch extending over 

the patch. 

3. Clip the corners diagonally the exact width of the fold to be 
turned in. Take great care and do not cut in too far, as this 
will spoil the patch. 

4. Turn -in the edge, baste and hem. 

5. Hem the patch on the wrong side. 




THE MITERED CORNER. 



Exercise No. 22 — Metered Corner. 



Materials : Paper. 

Teach the mitered corner on paper only. Have it done over and over 
until every pupil understands how it is done, and can do it alone, rapidly 
and perfectly. Ask pupils to bring paper from home, as almost any kind 

30 



COURSE OF INSTRUCTION 

will do for this practice work. Have it made in hems of several widths. 
See description of "Miscellaneous" exercises, page 79. 

Exercise No. 23 — Overhand Patch. 

Materials: Second section of the Patching Sampler. 

The overhand patch is used on very thin material, such as lawn, dimity 
or organdy, w T here strength is not required and where the two thicknesses 
of cloth around the edge of the hemmed patch would be too noticeable. 
The pattern should be as carefully matched as in the hemmed patch and 
equal care given to the corners. A paper pattern will assist beginners. 

Fold the large piece of gingham with the four corners together and 
clip off the point from the center. The following are the successive steps 
for making the overhand patch : 

1. Measure on each side of the center, with the warp, one and one- 

fourth inches and with the woof three-fourths of an inch. 
Mark with pins. 

2. Cut out the oblong at these points (or as near as the pattern per- 

mits, observing also the pattern of the patch to be used.) 

3. Clip the corners diagonally the exact width of the fold to be 

turned in. 

4. Turn in the fold on the four sides of the hole. 

5. Crease the folds on the four sides of the patch so that it will fit 

exactly into the hole, matching patterns. 

6. Beginning near the middle of one side overhand the patch in, 

matching as you overhand. Do not baste. 

The two patched pieces are to be overhanded together. Turn a 
quarter-inch fold on each with the warp, matching the pattern, baste 
together and overhand. 

Teach the Overcasting on the Practice Piece and overcast all raw edges 
on the Patching Sampler. 

Exercise No. 24 — Basketry — Christmas Piece.* 

This subject has such limitless possibilities and its success or failure rests 
so entirely with the teacher that it will be necessary for each teacher to 

31 



HANDICRAFT FOR GIRLS 

prepare herself to teach it and decide upon the style, size and general 
character of the design of the baskets to be made by her class, allowing 
the pupils as far as possible to work out their individual tastes. 
See chapter on "Basketry," page 114. 

Exercise No. 25 — Napkin — Damask Hem.J 

Materials : Damask 8>4" x 8^2" > white thread No. 60 ; needle xNo. 8. 

See Description of the Damask Hem, page 70. 

Trim the napkin square. Crease a half-inch hem on the four sides. 
The corners are to be mitered, and this is more easily done by basting the 
side hems in place, skipping across the corners when basting. Turn out 
the corners and miter them. Hem the corners with the flat hem and the 
sides with the damask hem. 

Exercise No. 26 — Flannel Patch. 

Materials: Flannel 6y 2 " x6 l />", patch 3".\3"; sewing silk; needle 
No. 8. 

See description of the Herringbone Stitch, page 77. 

Cut from the center of the large piece of flannel a two-inch square. 
Trim the patch square and place it over this hole. Baste at both edges. 
Teach the herringbone stitch on the practice piece, and herringbone over 
the raw edges of the patch. Turn one fold three-eighths of an inch 
wide on the four sides of the large piece, baste and herringbone stitch the 
raw edge. Keep the raze edges trimmed. 

Exercise No. 27 — A Pair of Sleeve Protectors. 

Materials: Cotton twill 8^"xll"; tape 36"; ribbon elastic 4"; 
white thread No. 60; needle No. 8. 

To cut the pattern of a sleeve protector : Cut an oblong eight inches by 
ten and one-half inches. Fold through the center the long way. Mark 
the top of the folded edge A, the bottom B, the upper right hand corner C 
and the lower D. Measure down on the folded edge from A four inches 

32 



COURSE 



O F 



INSTRUCTION 




A COOKING SET, CONSISTING OF AN APRON (EXERCISE NO. 33), SI.EEVE PROTECTORS 

(EXERCISE NO. 27), AND A HOLDER AND CASE (AN ELECTIVE 

FOR EXERCISE NO. 24). 



33 



HANDICRAFT FOR GIRLS 

and mark E. Measure down from C four inches and mark F. Measure 
up from D five inches and mark G. Measure on the line B D three and 
one fourth inches from B and mark H. Connect G and H with a straight 
line. With E as the center and E A as the radius draw a quarter of a 
circle connecting A and F. Cut on the lines H G, and A F. 

Cut the sleeve protectors from the pattern. Beginning at the center 
of the bottom and holding the wrong side of the cloth next to you, baste 
the edge of the sleeve protector to the line running through the middle of 
the tape. Make a tiny pleat in the tape at each corner so that when 
doubled over it will round the corners smoothly. Join the ends of the 
tape by folding back both ends and overhanding them together on the 
wrong side. Hem the tape down on the right side. Before basting the 
tape down on the wrong side, fasten the elastic in place on one side of the 
sleeve protector. The elastic is in two pieces, two inches in length. 
Place the first piece one inch from the bottom and the second piece three 
inches above the first. Baste the tape down on the wrong side and hem, 
leaving the opening for the other end of the elastic, which is fastened in 
place after the hemming is done. Lay the binding smooth over the elastic 
and stitch along the edge of the tape, through the elastic, to hold in place. 

Exercise No. 28 — A Garment Brought from Home to be Mended. 

Ask every pupil to bring some article from home, in preference a gar- 
ment, to be mended. There is no home that cannot furnish a garment 
that needs repairing. This is a practical application of Exercises 21, 23 
or 26, and is a valuable experience for the children. 

Exercise No. 29 — A Pin Cushion.! 

Materials : These will be furnished by the pupils. 

Pupils and teachers will plan their own designs, adapting them to the 
material furnished. The cushions may be of any size, shape or kind. 
Do not have the children incur expense, as small pieces of ribbon, silk 
or bright bits of many kinds of cloth can be made into attractive cushions. 
Hardwood sawdust, sifted, makes an excellent filling. 

34 



COURSE 



O F 



INSTRUCTION 



Exercise No. 30 — Textile Fibers and Fabrics — Cotton. 

Under the heading "Textile Fibers and Fabrics," page 92, will be 
found subject matter which can be used in correlation with the geography, 




PIN CUSHIONS TO ILLUSTRATE EXERCISE NO. 29. 



language and history work. The fifth grade subject is cotton. Many 
interesting collections can be made that will be instructive for the children. 

a. Cotton fabrics with their names and uses. 

b. Pictures. 

c. Cotton fiber in the various stages of manufacture. 

d. Maps upon which can be located the countries producing cotton 

and cities noted for the manufacture of cotton cloth. 

e. Compositions on cotton and allied subjects. 

35 



HANDICRAFT FOR GIRLS 



Electives. 

; The round holder and case may be substituted for the basketry, or 
a blank book with paper cover or the folding envelope case may be made 
instead. See "Paper, Cloth and Cardboard Construction," page 104. 

* The pin cushion may be substituted for the basketry and the book 
cover, or the book bag, or the round holder given for Exercise No. 29. 

f A book cover or a book bag for carrying books may be substituted for 
the pin cushion. 

A Round Holder and Case. 

Materials: Unbleached muslin, 14" x 7" ; bleached muslin 15" x 7^4"; 
strap 18" x iy/'; bias binding 25" x 1"; wadding. 

To cut the Circular Pattern : Cut a square of paper eight inches by 
eight inches and fold it three times. Measure three and five-eighth 
inches from the point on each folded edge and once between these edges. 
Draw a curved line connecting these points and cut on the line. The 
case is cut from this pattern, a circle having a radius of three and five- 
eighth inches and the holder from a pattern one-fourth of an inch smaller 
with a radius of three and three-eighth inches. 

1 he Holder: Cut from the unbleached muslin two circular pieces. 
Turn in one-fourth of an inch around both pieces. Place the wadding 
between them ; pin and baste together. Overhand the folded edges. 
Quilt the holder in a simple pattern with the running stitch. 

The Case: Cut from the bleached muslin two circular pieces. Fold 
one piece with the warp through the center and cut on the fold. Turn 
an eighth of an inch hem on each of the straight edges just cut, and hem. 
The pupils who work rapidly could design a simple decoration for the 
front of the case. This could be traced, or drawn with a hard pencil 
and worked with a coarse, colored thread in any decorative stitch, before 
making the case. Place the half circles on the large circle and baste 
around the edge. This will leave an opening of about half an inch 
into which the holder will easily slip. Make the strap by which the 

36 



COURSE OF INSTRUCTION 

holder case is hung from the belt, by folding in the edges at the sides and 
across one end and overhanding together. The raw end of the strap is 
then fastened at one end of the case-opening, so that it will come under the 
binding. See description of the Bias, page 79. Teach the cutting and 
joining of bias pieces, first with paper and then with the cloth. In order 
to give the pupil this valuable experience cut the binding in three pieces 
and join them together. Stitch along the edge of the binding where it 
folds back against the strap. Slip the holder into the case. 

A Book Cover. 

Materials: Grass linen or Holland 15" woof by 10" warp; white 
thread No. 60 ; needles Nos. 8 and 5 ; luster cotton. 

The Design : Start several weeks before the class is ready to make it, 
arouse an interest, and study designs for book covers. Ask pupils to 
bring from home books having good designs on the covers. Have them 
tell why they like certain ones and do not favor others. In a word, edu- 
cate their tastes in this line before expecting them to originate designs. 
Do not attempt anything elaborate. Many artistic effects can be ob- 
tained by interlacing straight lines and these have the advantage of being 
easily worked. Paper cutting is an excellent medium for experiment- 
ing, if a unit is to be repeated or if curves are desired in the outline. 
For example, fold an oblong, four and one-half by seven inches, through 
the center both ways, and cut on a slightly curving line from the folded 
edges to the corner. Quite a variety of simple, graceful outlines can 
be made by slightly varying these curves, which, with a simple unit re- 
peated around the center or in each corner makes an effective design. 
Have the finished pattern before starting the book cover. Trace on the 
cloth by means of the carbon paper. It will be necessary to crease the 
cover over the book before putting on the design, so that it may be placed 
just right. 

To Make the Book Cover: Work the design with the outline stitch 
before sewing up the seams. Overcast the raw edges at the top and 
bottom of the cover and hem with a quarter-inch hem the two ends that 
fold into the book. The raw-edged hem, finished with the herringbone 

6 37 



HANDICRAFT FOR GIRLS 

stitch, could be used in place of the plain hem, if desired. Turn in the 
top and bottom of the cover so that the book will slip in easily. Overhand 
that part which folds into the books to the outside, at top and bottom, 
thus forming the pockets into which the covers of the book slip. Do the 
overhanding on the wrong side and then turn it to the right side. 

A Book Bag. 

Materials: Galatea, kaiki or burlap 15" woof, 13" warp; two strips 
for handles 14" warp by 3" woof; thread No. 40; needle No. 7. 

The decoration of the bag should be done before sewing up the ends. 
Very artistic effects can be obtained in the applique. See directions for 
the design of the book cover, page 37. 

Cut a three-inch strip from the length of the piece for the end pieces. 
Divide this into two pieces seven and one-half by three inches. Find the 
middle of one end of both end pieces and notch them. Fold the large 
piece with the warp through the center and notch at both ends of the 
fold. Turn in a quarter of an inch around the large piece and baste. 
Turn in a quarter of an inch across the notched end and sides of the end 
pieces. Place the notch at the end of one side piece to one in the large 
piece, right sides together, and pin in place. Overhand on the wrong 
side the two together across the end and up both sides. Put in the other 
end piece in the same way. Trim the end pieces even with the top of the 
case. Turn a three-quarter inch hem at the top. Before hemming make 
the straps for the handles by turning in and overhanding the edges. 
Insert both ends of one strap under the hem of the right side of the bag, 
two inches from the middle or four inches apart and the other strap on the 
left side. Hem, and fasten the handles to the edge of the hem by back- 
stitching. 

X A cover for a pin cushion affords a good application for the mitered 
corner. This can be made any size, square or oblong. Ornament with 
fine feather stitching and the star stitch. 



38 



CHAPTER V. 

COURSE OF INSTRUCTION. 

Fourth Year — Sixth Grade. 

equipment. 

Sewing box. 

Pin cushion — 30 pins. 

Thimble. 

Needles. 

Scissors. 

Thread cards. 

Practice Piece — unbleached muslin 9" x 12". 

Order of Exercises. 

Prepare Thread Cards — Cardboard 4" x 4" — designed and cut for 
four kinds of thread. 

Exercise No. 31 — Stocking Darning. 

Exercise No. 32 — Placket Sampler — A Placket. 

Exercise No. 33 — An Apron — Christmas Piece.f 

Exercise No. 34 — Placket Sampler — The Gusset.* 

Exercise No. 35 — Buttonholes. 

Exercise No. 36 — Placket Sampler — The Nightgown Opening. 

Exercise No. 37 — A Hemstitched Collar or Handkerchief. t 

Exercise No. 38 — Placket Sampler — Bands. 

Exercise No. 39 — An Underskirt. 

Exercise No. 40 — Textile Fibers and Fabrics — Flax. 

* t £ See Electives, page 48. 



39 



HANDICRAFT 



FOR 



GIRLS 



DETAILED DESCRIPTION OF EXERCISES. 

Teach the yard measure and its divisions. 

See note under Exercise No. 35 — Buttonholes. 




STOCKINET DARNING. 



Exercise No. 31 — Stocking Darning. 



Mai trials: Stockinet 4" x 4" ; cardboard 3" x 3" ; darning cotton; 
darning needle ; a pair of worn stockings. 

See description of Stocking Darning, page 67. 

Pupils will furnish their own cardboard and have it cut and ready for 
the lesson, also a pair of worn stockings. 

The cardboard is a substitute for the darning ball. Do not stretch the 
cloth too tightly over the card, nor put in a needless number of stitches 
at the back to hold it on, five or six being sufficient to hold it temporarily 

40 



COURSE OF INSTRUCTION 

in place. The darning cotton winds from the spool in several strands 
loosely twisted together. Separate and use two, three or more strands, 
depending upon the texture of the cloth to be darned. Take care not to 
split the threads when weaving across them, and also avoid putting the 
threads so far apart that holes are left between them. In fact, try to have 
pupils understand that they are supplying a piece of cloth that has been 
worn away, and that when finished should match as nearly as possible in 
color and texture the cloth that is being repaired. Stockinet, like stock- 
ings, is a knitted, not a woven fabric, and as every stitch is drawn through 
the one below it, it is very necessary that the loops be caught before they 
ravel back. Prepare the hole for darning by whipping the edge with fine 
thread, catching up all the severed loops. Either a round or an oblong 
hole may be cut in the stockinet, the round hole being three-fourths of an 
inch across, and the oblong three-fourths of an inch by one inch. 

Follow the exercise in stockinet darning, in which the principles of darn- 
ing have been taught, with the darning of a pair of worn stockings that 
the pupils have brought from home. Every child in the class must be 
given this practical and useful experience. If there is difficulty in se- 
curing these stockings, members of the class or the teacher can readily 
supply the deficiency. 

Exercise No. 32 — Placket Sampler — A Placket. 

Materials: Calico 12" woof, 14" warp; facings and bands 58" x 2"; 
white thread No. 60 ; needle No. 8. 

See description of Plackets, page 81. 

Upon this sampler is taught the placket, the gusset, the nightgown 
opening and two different methods of putting on bands, and in addition 
a review of the French seam and the French fell. It is made in sections 
which are combined later. These lessons are interspersed with other 
exercises that the pupils may not become tired of this piece. Teach the 
placket and the nightgown opening first on paper. It will save time and 
trouble in the end. Fold the large piece of calico across the warp through 
the center and cut on the fold. Fold one of these pieces with the warp, 
through the center and cut. The first exercise of the "Placket Sampler" 

41 



HANDICRAFT 



FOR 



GIRLS 



is done on one of these quarters. As these sections are to be sewed to- 
gether later each girl must have her own pieces. To avoid the possi- 
bility of their being lost or soiled, those not in use should be wrapped in 
paper, labeled and collected by the teacher and kept until ready for 
Exercise No. 34. 




PLACKET SAMPLER (FRONT VIEW) . 

First section of the Placket Sampler : Fold the piece of calico with 
the warp, through the center and cut an opening on this fold five inches 
in length. Then follow the directions for making Placket B. Facing 
eleven inches by two inches. 



42 



COURSE 



O F 



INSTRUCTION 



Exercise No. 33 — An Apron — The Christmas PiECE.f 

Materials: Pupils will select and furnish their own materials for 
an apron. This may be of any style or kind, and will afford an excellent 




PLACKET SAMPLER (BACK VIEW). 

opportunity for carrying out their individual tastes. This may neces- 
sitate the teaching of the principles of bands which can be done with the 
practice piece. See description of Bands, page 79. 



43 



HANDICRAFT FOR GIRLS 




44 



COURSE OF INSTRUCTION 



Exercise No. 34 — Placket Sampler — The Gusset.* 

Second section of the Placket Sampler. 

Materials: The second quarter of the large piece of calico ; a two-inch 
square of calico for the gusset. 

Fold with the warp through the center, and cut an opening on this fold 
five inches in length. Then follow the directions for making the gus- 
set. Sew the two sections together with the French fell. Hem the sides 
with a quarter-inch hem. 

Exercise No. 35 — Buttonholes. 

Materials: Blue Percale 9" woof by 4" warp; scraps of calico for 
practice pieces ; white thread No. 40 and No. 80 ; needles No. 7 and No. 8. 

Remember the old adage Practice Makes Perfect. 

See description of the Buttonhole, page 63. 

Note: Scraps and odd pieces of calico can be used for the practice 
work on buttonholes. As the buttonhole requires a great deal of prac- 
tice it is well to keep these pieces in the sewing box and work at it at odd 
times during the progress of the years' work. Encourage the girls, too, 
to practice on the buttonhole for home work. In this way they will grad- 
ually acquire the skill which only comes with practice. Fold the cloth, 
wrong side out, with the woof and through the center, and baste the edges 
together. Begin with the blind buttonhole. 

The buttonhole model is intended to show how much skill has been 
acquired. Fold the percale through the center, with the woof , and baste 
the edges together. Make the buttonholes three-fourths of an inch long 
and one inch apart. 

Exercise No. 36 — Placket Sampler — The Shirt Sleeve or Night- 
gown Opening. 

Materials: Half of the large piece of calico; facing 18" x 2" '. 

Fold with the warp through the center and cut an opening on this fold 

7 45 



HANDICRAFT FOR GIRLS 

five inches in length. Then follow the directions for the Nightgown 
Opening. Hem the side of the narrower part with a quarter-inch hem. 

Exercise No. 37 — A Hemstitched Collar.^ 

Materials: Butcher's linen, collar I5y>" warp by 3" woof, India linen 
band 15^" warp by \ l / 2 " woof; practice piece 6" warp by 4" woof; white 
thread No. 80; needle No. 8. 

Measure the neck and decide upon the length of collar and width of 
hem before trimming. 

See directions for Hemstitching, page 76. 

Put the collar band on the collar. The collars may be still further 
ornamented with fine feather stitching, the star stitch or French knots. 

Exercise No. 38 — Placket Sampler — Bands — Hemmed and 

Overhanded. 

See description of Bands and Gathering, pages 68 and 79. 

To avoid soiling the cloth put the bands on before seaming the halves 
of the Placket Sampler together. This can be done with the exception 
of the band on the long side of the nightgown opening, which will have 
to be done after this side is basted to the other section, cut off and hemmed, 
and will therefore be the last thing to be done on the Sampler. Put the 
hemmed bands on the side having the placket and the gusset, and the 
overhand bands on the side of the nightgown opening. 

Length of bands : On the first half, short bands cut two inches, one 
and one-half inches finished ; long band cut four inches, three and one-half 
inches finished ; on the last half, bands cut three and three quarters inches, 
three and one-quarter inches finished. 

Sew the two sections of the Sampler together with the French seam. 
The section having the two openings is a little narrower than the other. 
Baste the two sections together, basting the little pleats at the end of the 
placket and the nightgown opening, and sew them into the seam. Do not 
cut off the long side until basted nearly across, then cut off and hem the 
side. Finish with the last band. 

46 



COURSE OF INSTRUCTION 



Exercise No. 39 — An Underskirt. 

Materials: Pupils will furnish their own material for an underskirt 
for themselves. The patterns which their mothers use can be secured 
from the home, or one pattern used by all the members of the class. These 
skirts may be made plain or trimmed with tucked ruffles of cloth or with 
embroidery, depending upon the wishes of the mothers, the skill and taste 
of the individuals and the material furnished. Should there be diffi- 
culty in securing material for the garment, a small model on the half- 
inch scale or one of the electives can be substituted. Insist that the work 
be well done, neatly finished and first class throughout. Use sewing 
machines when available. 

Points to emphasize in the making of a skirt: 

1. Cut a correct pattern before beginning the skirt. Do not trust 

to making corrections when cutting out. 

2. Baste the straight edge of one gore to the bias edge of another 

when making a gored skirt. This prevents the sagging 
which would occur if two bias edges were sewed together. 

3. Allow plenty in hem and tucks for letting down when making 

garments for growing girls. 

Exercise No. 40 — Textile Fibers and Fabrics — Flax. 

Under the heading "Textile Fibers and Fabrics," page 94, will be 
found subject matter which can be used in correlation with the geography, 
language and history work. The sixth grade subject is Flax. Make a 
collection of the flax products, fabrics, etc. A class set of compositions, 
each member of the class taking different subdivisions of the subject, 
would make an interesting collection which could be put together in a 
simple binding done by members of the class. 

See "Paper and Cardboard Construction," page 101. 



47 



HANDICRAFT 



FOR 



GIRLS 



Electives. 

* Placket A may be substituted for the gusset, if desired. 

X A pin cushion cover may be hemstitched in place of the collar. Make 
this a square seven inches by seven inches, or an oblong five inches by nine 
inches, or any size to fit a particular cushion that can be cut from these 
pieces, or any size for which the pupils furnish their own material. 



.m* 


. 


Ww&m 


#^i 








: ^i»$i 


^Wft 


vo^ 






^m*fctr\* 


\ 


J 


p ■ . ' 


*■ 



ROUND BOTTOM BAG WITH RAFFIA COVERING. 



% Pupils who desire to furnish their own materials for a linen handker- 
chief may substitute this for the hemstitched collar. 

f Basketry may be substituted for the apron, or a clipping case or a 
postal-card album may be made instead. 

See "Paper, Cloth and Cardboard Construction," page 107. 

48 



COURSE OF INSTRUCTION 



The Round Bottom Bag with a Fancy Raffia Covering. 

Make the bag any size desired ; a circle of three or four inches in diam- 
eter makes a practical one. Draw the pattern for the raffia covering on 
paper, the circle for the bottom being the same size as that of the bottom 
of the bag. The design for the sides may be in as many sections as de- 
sired. The tops of these sections may be shaped to suit one's taste — 
round, pointed or fancy. When the pattern is completed baste a strand 
of raffia on the pattern, following the lines of the design. Then closely 
blanket stitch with raffia on both sides of these strands. The spaces may 
then be filled with fancy lace stitches. 



49 



CHAPTER VI. 

COURSE OF INSTRUCTION. 

Fifth Year — Seventh Grade. 

equipment. 

Sewing box. 

Pin cushion — 30 pins. 

Thimble. 

Needles. 

Scissors. 

Thread cards. 

Practice Piece — Unbleached muslin 12" x9". 

Order of Exercises. 

Prepare Thread Cards — Cardboard 4" x 4", designed and cut for four 
kinds of thread. 

Exercise No. 41 — A Trial Piece for Finishing the Bottom of Drawers. 

Exercise No. 42— An Underwaist or Corset Cover. 

Exercise No. 43 — Collars, Jabots, Bows, etc. — Christmas Piece.* 

Exercise No. 44 — A Study of Home Furnishing, Decoration and Care.f 

Exercise No. 45 — Twist Buttonholes. 

Exercise No. 46 — A Pair of Drawers. 

Exercise No. 47 — Cloth Darning. 

Exercise No. 48 — Textile Fibers and Fabrics — Wool. 

* t See Electives, page 61. 



50 



COURSE 



O F 



INSTRUCTION 



DETAILED DESCRIPTION OF EXERCISES. 

Review Divisions of the Foot and Yard Measure. 

Exercise No. 41 — A Trial Piece for Finishing the Bottom of 

a Pair of Drawers. 

Materials: India linen 8" x 8", ruffle 12" woof, 2" warp; white 
thread No. 70; needle No. 8. 




A TRIAL PIECE, GIVING PRACTICE ON THE HEMMED SEAM, TUCKING, AND 
PUTTING A RUFFLE INTO A HEM-TUCK. 

Hemmed Seam: One inch and a quarter from the top crease a fold 
with the warp. Cut on this crease. 

See description of the Hemmed Seam, page 86. 

Putting a ruffle into a hem-tuck and tucking: Measure up from tin- 
bottom two and one-fourth inches — or twice the width of the hem-tuck 

51 



HANDICRAFT FOR GIRLS 

plus one-fourth inch for the seam — and crease with the warp, across the 
piece. Stitch, or run by hand an inch tuck, taking care to measure and 
make perfectly even. Measure up three-eighths of an inch from this 
stitching and crease for another tuck. Stitch, or run by hand an eighth 
of an inch tuck. Measure up three-eighths of an inch for another tuck. 
Put in a cluster of three tucks. Hem the ruffle with an eighth of an inch 
hem, gather and stroke the gathers. 

See description of gathering and sewing a ruffle to a straight edge, 
page 69. 

Place the wrong sides of the cloth and ruffle together and baste to the 
edge extending below the hem-tuck, bringing the seam exactly to the edge 
of the tuck. Baste and stitch the edge of the hem-tuck over the seam 
of the ruffle. 

Exercise No. 42 — An Underwaist or Corset Cover. 

Materials : Pupils may furnish their own materials for an under- 
waist such as they wear. This may be of any style. Patterns can be 
secured from the mothers. If there is any difficulty in securing supplies 
from the home, a child's waist on a small scale may be substituted. 

The Small Waist. 

Materials: Bleached muslin 24" woof by 10" warp, bias facings 54" 
by 1"; white thread No. 70; needle No. 8. 

See the draft for the pattern of the small underwaist, page 53. 

Patterns: Multiply all dimensions by four. Each girl can draft her 
pattern from the teacher's dictation, or one pattern can be drafted before 
the lesson and the members of the class cut their patterns from this one. 
Insist that the patterns be exact. Have the patterns pinned on, and sub- 
mitted for inspection before the cutting is done, to avoid blunders and 
waste of material. Cut the front double. One inch has been allowed 
for the hem on the backs. 

Baste, half-back stitch and fell the seams. Turn the hems at the back, 
baste and hem. See description of the Bias, page 79. Put the bias facing 

52 



COURSE 



O F 



INSTRUCTION 





DRAFT FOR PATTERN OF UNDERWAI3T. 

This draft can be used for an underivaist of any size. Determine the length 
of the under arm seam in the garment required and divide this by 1%. Multiply 
all dimensions by this quotient. As a small fraction complicates the process and 
makes very little difference, use the whole number which is nearest the quotient 
obtained. The slight alterations necessary can be made in the fitting. 



53 




54 



COURSE OF INSTRUCTION 

on the bottom first, then around the neck, and last around the armholes. 
Teach the joining of the bias facing by having the bottom facing in two 
pieces and then insist that the ends of the armhole facing be joined in the 
same way. Overhand neatly the ends of the bottom and neck facings. 
Make four quarter-inch button holes and sew on the buttons. 



Exercise No. 43 — Collars, Jabots, Bows, etc. — Christmas Piece, 



* 



The styles of dressing the neck vary greatly from season to season. 
This is also modified by the taste of individuals. Pupils may furnish 
their own material for any kind of collar desired, after thoughtful 
consideration of the prevailing styles. It is possible to make a great 
variety of useful and dainty articles at a trifling expense which will be 
most acceptable Christmas gifts. If so intended, lead the pupils to study 
the appropriateness of their gifts. Those pupils who find it difficult to 
furnish their own material may substitute a collar made from an imitation 
of linen which will afford the same experience in making, but will not be 
quite as desirable an article to wear. 

Materials : Imitation linen 15" woof, 8" warp. This amount will 
cut either the Dutch collar by piecing the band, or the ordinary stiff collar. 
The patterns for both, or the collars from which patterns can be cut, can 
be brought from home by some member of the class. Be absolutely sure 
of the size before cutting out the collar, as a quarter of an inch will make 
a difference in the comfort and fit. It is an excellent plan to have collars 
of different sizes — 12, 12^4, 13, 13^ — in the class, try them on, and 
mark the buttonholes on the bands from the right sized collars. The 
"Dutch" collar can be made with a plain hem and finished with the fine 
featherstitching or any of the ornamental stitches, or it can be embroidered 
in a simple pattern with the eyelet embroidery. This gives an excellent 
opportunity for an original design, or if so desired a pattern can be trans- 
ferred by the use of the carbon paper. The stiff collar, if made double, is 
first sewed up on the wrong side and then turned and stitched along the 
edge on the right. It is then put into the double band, which has been 
made in the same way. If so desired the collar can be made of a single 
embroidered piece with the worked edge, or finished with the hemstitched 
edge and ornamented with fancy stitches. 

55 



HANDICRAFT FOR GIRLS 



Exercise No. 44 — A Study of Home Furnishing, Decoration 

AND CARE.f 

The success of this exercise will depend entirely upon the interest and 
ingenuity of the teacher. 

See "Home Furnishing, Decoration and Care," page 112. 

Exercise No. 45 — Twist Buttonholes. 

Materials: French flannel Z 1 /^" warp by 6 l / 2 " woof; twist; sewing 
silk; needle No. 7 and No. 8. 

See description of the Buttonhole, page 63. 

Pupils will furnish their own twist and flannel for the practice work. 
It is not necessary that these should match in color. Double the flannel 
through the center the long way, baste along the folded edge and around 
the piece. Overcast the raw edges. Begin one-half inch from the top 
and make the buttonholes three-fourths of an inch long and three-fourths 
of an inch apart. Strand, overcast and finish with the bar. 

Exercise No. 46 — A Pair of Drawers. 

Materials: Pupils may furnish their own materials for a full-sized 
garment. This may be made in any style. Patterns can be secured from 
the mothers or exchanged among the members of the class, or a pattern 
may be drafted from the diagram. Secure the pattern first and have the 
girls measure it to determine the amount of material needed. If there is 
any difficulty in securing supplies from the home, a pair of child's drawers 
on a smaller scale may be substituted. The directions for making the 
small drawers will assist in making the full-sized garment. 

The Small Drawers. 

Materials: Bleached muslin 36" woof, 11" warp; ruffling, India 
linen 36" woof, l^" warp; white thread No. 70; needle No. 8. 

56 



COURSE 



O F 



INSTRUCTION 




DRAFT FOR A PATTERN OF A PAIR OF DRAWERS. 

This draft can be used for a pattern of any size. Determine the length 
at the side of the garment required, and divide this by 2^2 and multiply 
all dimensions by this figure. As a small fraction complicates the process 
and will make very little difference in this garment, use the 'whole number 
which is nearest the quotient obtained. Fold a large piece of paper, the fold 
of which will represent the fold at the side of the drawers. Draw the diagram 
enlarged upon one side of this. The lines for both the front and back are the 
same, except the two inside lines at the top, which will cut the front a little 
smaller than the back. It is for this reason that it is drawn on the double paper. 



57 



HANDICRAFT FOR GIRLS 

Patterns: See the draft for the drawers pattern, page 57. Multiply 
the dimensions by four. Each girl can draft a pattern from the teacher's 
dictation, or one pattern can be drafted and cut before class time, and 
the members of the class cut their patterns from this one. 

A strip of muslin thirty-six inches by eleven inches will cut the drawers 
by careful management. The lesson in economy and the experience of 
cutting from a close pattern is a valuable one for the girls, as it is a 
problem which will confront them many times in life. Fold the cloth 
the short way through the center, and pin the selvedge edges together. 
Allow three and one-half inches from the fold for the placket facings and 
bands, thus keeping the extra cloth in one large piece. Pin the pattern in 
position, and cut the two lengths, at the same time taking care that the 
lengthwise fold of the pattern is straight with the warp threads. If the 
pattern does not allow for hem and tucks, provide the extra length when 
cutting. The right sides are now together ; mark them before separating, 
and avoid the chance of making both pieces for the same leg, a mistake 
easily made by more experienced needlewomen. 

Finish the bottom of the drawer legs with one-eighth inch tucks, one- 
half inch hem-tuck and the ruffle as in Exercise No. 41. One-half inch 
in front of the side fold cut an opening, with the warp, four inches in 
length. This may be made in both legs or in the right one only, and may 
be finished with the gusset, placket A or placket B, keeping in mind that 
the back buttons over the front. Finish all seams with the French seam 
except where the ends of the ruffle are joined with the hemmed seam. 
Gather the fullness at the top on both sides of the front and the back seams, 
and draw up to the desired length of band. If two openings have been 
cut at the sides make the back band one inch longer than the front. Place 
buttons and make buttonholes where desired. 

Exercise No. 47 — Cloth Darning. 

Materials: Albatros 4" x 5"; sewing silk; needle No. 8; beeswax. 

See description of Cloth Darning, page 68. 

Four holes, cut as follows, are to be darned on this piece of cloth : 



58 



COURSE OF INSTRUCTION 

No. 1. In the lower left hand corner one inch from the bottom and 
the' side, cut one inch straight with the warp. Darn with split sewing 
silk on the wrong side. 

No. 2. In the upper left hand corner, one inch from the top and side, 
cut one inch with the warp and one inch with the woof. This will serve 
for a three-cornered tear. Darn on the right side with ravelings. 
Spread the stitches at the corner like the sticks of a fan. 

No. 3. In the lower right-hand corner, one inch from the bottom 
and the side cut one inch on the bias. Darn with split sewing silk on 
the wrong side. 

No. 4. In the upper right-hand corner, one inch from the top and the 
side cut one inch across the warp. This will serve for a worn place in 
the cloth. Place the patch under it and baste around the edge. Darn 
with ravelings on the right side. Trim the edges of the patch smooth 
and herringbone stitch with ravelings around it. 

Finish the edge of the piece with the blanket stitch. 

Follow this exercise with the repairing of some article brought from 
home that will give a practical experience in cloth darning. Should 
there be any difficult}' in securing these articles there are plenty of homes 
that will supply enough for the entire class. This must be done under 
the teacher's supervision. 

Exercise No. 48 — Textile Fibers and Fabrics — Wool. 

Under the heading "Textile Fibers and Fabrics," page 95, will be 
found subject matter which can be used in correlation with the geography, 
language and history work. The seventh grade subject is Wool. 



59 



HANDICRAFT 



FOR 



GIRLS 




60 



COURSE OF INSTRUCTION 



Electives. 

* An exercise in paper and cardboard construction, adapted to the skill 
of the class, may be substituted for the Christmas Exercise. See chapter 
on "Paper and Cardboard Construction," page 101. 

f In connection with the study of home furnishing and decoration an 
exercise in passepartout or the making of lamp shades would be excellent. 



61 



CHAPTER VII. 



DESCRIPTION OF STITCHES. 



Stitches Used in Plain Sewing. 



1. Basting. 

2. Blind Stitch. 

3. Buttonholes. 

4. Combination Stitch. 

5. Darning. 

6. Gathering. 

7. Halfback Stitch. 



8. Hemming. 

9. Overcasting. 

10. Overhand ing. 

11. Running. 

12. Slip Stitch. 

13. Stitching. 



Ornamental Stitches. 



1. Bands. 

2. Blanket Stitch. 

3. Chain Stitch. 

4. Couching. 

5. Feather Stitch. 



6. French Knots. 

7. Hemstitching. 

8. Herringbone Stitch. 

9. Kensington Outline. 

10. Lazy Daisy or Star Stitch. 



Miscellaneous. 



1. 


Bias. 




9. 


Seams. 


2. 


Cloth. 






A. 


Bound Seam. 


3. 


Eyelets and Loops. 






B. 


Flannel Seam. 


4. 


Joining and Fastening 


Threads 


>. 


C. 


French Fell. 


5. 


Mitered Corner. 






D. 


French Seam. 


6. 


Patterns. 






E. 


Hemmed Seam. 


7. 


Plackets. 




10. 


Sewing on Buttons. 


8. 


Putting in Sleeves. 




11. 
12. 


Sewing on Hooks and Eyes 
Sewing on Lace. 








13. 


Ti 


icking. 



62 



DESCRIPTION OF STITCHES 



Stitches Used in Plain Sewing. 

Basting. — Basting is temporary sewing used to hold the cloth in place 
while putting in permanent stitches. As the basting threads are to be 
removed, place the knot on the right side. Fasten the threads securely 
by taking two or three backstitches. In removing basting threads clip 
the threads at short intervals that they may be taken out easily. Much 
of the success of the work depends upon careful basting. The extra 
time required will be repaid ten-fold. One stitch at a time for beginners, 
later two or three stitches may be taken. In basting hems, baste not on 
the edge, but very near it. Do not baste on the line where you expect 
to stitch, but as near it as possible. 

A. An even basting is used on hems, seams of garments, or wherever 
two pieces of cloth are to be held firmly together. Take up one-fourth 
of an inch and skip one-fourth. 

B. Uneven basting is used where very careful basting is unnecessary, 
as in the seams of skirts, or in working on a material that clings together, 
as a guide for stitching. Take up an eighth of an inch and skip three- 
eighths. When only loose basting is required, as when holding the lining 
and outside together, a long stitch and two short ones may be used. 

Blind Stitch. — The blind stitch and slip stitch are used to fasten a 
hem lightly where it is desired to conceal the stitches. To blind stitch 
a hem, turn back the edge of the hem to the basting and, holding the cloth 
along the edge of the finger, catch first cloth and then hem with a single 
stitch that does not show on either side. A slip stitch is a long stitch on 
the wrong side and a blind stitch on the hem. It is used on the milliner's 
fold. 

Buttonholes. — A buttonhole is a slit cut and worked to admit a 
button for fastening purposes. It is much easier for beginners to com- 
mence on the blind buttonhole. This is made by working around a line 
instead of cutting the hole. The stitch, the fan, and the finishing can 
thus be learned without the care of the raw edge. The directions for 
making the buttonhole are as follows: 

63 



HANDICRAFT FOR GIRLS 




STITCHES USED ON PLAIN SEWING. 



1 — Three styles of basting. 
2—- The running; stitch. 
3 — The gathering. 
4 — The backstitch. 



64 



5 — The half-back stitch. 

6 — The combination stitch. 

7 — The overcasting. 



DESCRIPTION OF STITCHES 

A. Preparation of the Hole. 

. a. Cutting — With the buttonhole scissors cut the hole one-fourth 
of an inch from the folded edge and straight with the threads of the 
cloth. 

b. Stranding — The strand consists of carrying the thread along 
the edge of the buttonhole near enough to be easily covered by the 
buttonhole stitch, for the purpose of adding strength to the button- 
hole. Thread two needles, one with fine thread or sewing silk and 
the other with coarser thread or twist, depending upon the kind of 
buttonhole to be made. Place a knot in the coarse thread or twist, 
and with the folded edge of the cloth tow T ard the left hand, bring the 
needle out just below the lower right hand end of the buttonhole, 
which is the end farthest from the folded edge. At the other end 
put the needle into the cloth just below the end of the cut and bring 
it out just above, which will earn 7 the thread along the edge of the 
buttonhole. Repeat the same on the other side bringing the thread 
out at the point of starting. Do not cut this thread, as this is ready 
to begin the buttonhole stitch after the overcasting. 

c. Overcasting — With the fine thread or sewing silk begin at the 
lower right-hand end. The object of the overcasting is to prevent 
raveling while working the buttonhole and the fewer stitches which 
will accomplish this purpose the better. As the overcasting must 
be covered by the buttonhole stitch do not take over two or three 
threads deep and just as few stitches on each side as is absolutely 
necessary to prevent the loosening of the threads. Some materials 
do not require overcasting. 

B. Working the Buttonhole. 

a. The Stitch — Determine how deep a stitch is necessary so that 
the threads will not pull out, always keeping in mind that the shorter 
the stitch the better the buttonhole will look. This depends upon 
the kind of material in use. The first stitch begins one thread beyond 
the end of the slit. Holding the buttonhole along the cushion of 
the left forefinger with the folded edge of the cloth toward the left, 
place the needle into the slit under the lower edge of the buttonhole 
and draw the needle half way through. With the needle still 

65 



HANDICRAFT 



FOR 



GIRLS 



pointing toward the chest take up the double thread at the eye of 
the needle and place it under the point, passing from right to left. 
Draw the needle and thread out, and from you, so that the purl 
or twist comes to the edge of the slit. (This makes a firmer edge 
than when the thread is carried around the needle from left to right.) 
Each stitch is a repetition of the above. Place the stitches about 
the width of a thread apart, as this will 
avoid a crowded appearance and makes 
a firm, hard edge. Do not jerk the 
thread, but draw steadily and tight; 
otherwise the edge will be rough. Avoid 
stretching the buttonhole; the edges 
should touch when finished. 

b. The Fan — At the end near the 
folded edge — the round end — spread 
the stitches like the sticks of a fan, 
drawing them closer at the top and 
spreading at the bottom. Five stitches 
will work nicely around the end, the 
third stitch being straight with the but- 
tonhole. 

C. Method of Finishing the 
Buttonhole. 

a. The simplest manner of finishing 
is as follows: The buttonhole stitches 
at this end are at right angles to the slit, 
and not rounding as at the other end. 
After finishing the last buttonhole 
stitch, pass the needle down between 
the first and second stitch, and bring it 

out between the last and next to the last sitch. Draw the thread 
tight so as to bring the edges of the buttonhole together. Put in 
several stitches in the same place. Pass the needle to the under side 
and fasten the thread. 




METHOD OF BUTTONHOLING. 



66 



DESCRIPTION OF STITCHES 

b. The Bar — The thread being at the top of the last stitch, pass 
the needle down between the first and second stitch and out at the 
bottom of the last stitch. Put in three threads across the width of 
the buttonhole, bringing the thread out at the bottom of the last 
buttonhole stitch. Turn the cloth so that the thumb covers the 
thread and the buttonhole, and work the bar by bringing the needle 
out each time over the thread, as in the blanket stitch. Draw the 
purl edge toward the buttonhole. Do not put in too many stitches, 
as it makes the loop stand away from the buttonhole. Near the 
middle of the bar take one stitch through the cloth to hold it down. 

c. Caution — Be sure that the thread is long enough to work the 
buttonhole, but not over-long, as the thread wears and is more liable 
to break. Use care and not break the thread, but in case this hap- 
pens, take out the last few stitches, thread the needle on this short 
end, pass through the last purl, and fasten the thread on the under 
side. With the new thread fasten without a knot on the wrong side, 
bring through the last purl at the edge of the buttonhole and continue. 

On cloth that ravels badly put in two parallel rows of running 
stitches and then cut the buttonhole between the rows. 

Combination Stitch. — The Combination stitch consists of three 
little running stitches and a backstitch over the last running stitch. Take 
three running stitches on the needle and pull it through. Take up the 
last running stitch for the first of the next group of three. It is a little 
stronger than the running stitch. 

Darning, — The object in darning is to repair a rent, if possible so that 
it cannot be perceived. The warp and woof threads that have been worn 
away are to be rewoven into the cloth. No knots are needed. Leave a 
short end of thread to be clipped when the darn is finished. 
A. Stocking Darning. 

Stockings should be darned on the wrong side. A square hole makes 
a more symmetrical darn than a round one, and should be used wherever 
there is no widening or narrowing in the knitting, as on the leg of a stock- 
ing. A round hole is better for the heel and toe. Cut away the part 
that is badly worn. First put in the warp threads, taking care to take 
up on the needle all the little loops around the hole and making the darn 

67 



HANDICRAFT FOR GIRLS 

symmetrical in shape. Then put in the woof threads, weaving carefully 
across the warp over the hole, passing over the threads that were taken 
up on the preceding row. Give special attention to the edge of the hole, 
passinig first over and then under the edge, that there may be no ridgei 
If the hole is large or stretched out of shape, draw up the edges by whip- 
ping with fine thread. The darning stitches should extend only as far 
as the worn part. If the warp threads have strengthened the worn part 
sufficiently the woof threads may be extended only far enough over the 
edge to fasten securely. In darning a large hole it is sometimes wise to 
begin putting in the warp threads at the center first to prevent stretching. 
Do not draw the threads too tight, as they will shrink when washed. 
B. Cloth Darning. 
This may be done with thread, ravelings or hair. In darning with 
thread darn on the wrong side, with ravelings or hair on the right. Darn 
at right angles to the tear or cut. Continue the darning stitches on each 
side of the tear only far enough to strengthen the worn part, usually a 
quarter, sometimes an eighth of an inch, is sufficient. Continue the darn 
an eighth of an inch beyond the end of the tear. The repairing shows 
less if the rows of darning stitches are of unequal length. In darning 
take up the threads of cloth passed over in the preceding row, slipping 
the needle over one edge of the tear and under the other going one way 
and reversing this order going the other way. This makes the edge 
smooth and does not throw it up in a ridge. If the material to be darned 
is thin or stretches easily, place the rent over a piece of glazed paper and 
baste around it before darning. If the cloth is worn and thin, place a 
piece of cloth under and darn through the two thicknesses. Take great 
care not to stretch the hole or to draw the threads tight enough to pucker. 

Gathering - .— Gathering is an uneven stitch made by passing over twice 
as much as is taken on the needle. When the thread is drawn up this 
gives the appearance of fine gathering on the right side and admits of 
considerable cloth being gathered into a small space. 

Gathering is used in joining a full part to a straight piece, as the skirt 
to the band, etc. Gather with a strong single thread a little longer than 
than the space to be gathered. Never use a double thread. If the thread 
becomes knotted a new thread must be put in from the beginning. Hold 

68 



DESCRIPTION OF STITCHES 

the cloth, as in the running stitch, with the right side toward you, using 
the wrist motion. Make a large knot in the thread so that it cannot slip 
through the cloth, and place the knot on the wrong side. At the end 
of the gathering slip the needle off and make a knot in the thread, that it 
may not pull out. 

A. Stroking Gathers. 

For stroking or placing gathers use a coarse needle or a pin. Draw up 
the gathering thread just tightly enough so that the pin can be easily in- 
serted between the gathers and fasten by winding over a pin placed at 
right angles to the last stitch. Begin at the left hand, placing the pin in 
the fold of the first stitch and stroke gently downward, holding the pin 
obliquely. After each successive stroke press the pleat under the thumb 
of the left hand. Continue the same with every stitch. 

B. Sewing the Gathered Part to the Straight Piece. 
Divide both into halves, quarters or eighths, depending upon the length. 

and pin the points of division together. Draw up the gathering thread 
to the proper length and fasten by winding over a pin. Arrange the 
gathers even before basting. Baste just above the gathers, holding the 
gathered piece next to you. Stitch just below the gathering thread. 

C. Gauging. 

Gauging or double gathering is done by having a second row of gather- 
ing stitches of equal length and directly below those of the first (so that 
when both threads are drawn up the cloth lies in pleats. In heavy mate- 
rial three or four threads may be put in. Gauging is usually used on 
heavy material or on a folded edge that is to be overhanded to a band. 

D. Gathering by Whipping a Rolled Edge. 

Ruffles of lawn, linen or embroidery are sometimes put upon the edge 
instead of into a facing or seam, and when so placed it is desirable to 
avoid the raw edge on the under side. Hold the work over the left fore- 
finger and roll the edge toward you between the thumb and fore finger. 
Place the needle under the roll on the right side, passing out at the top 
of the roll. Whip about one inch and draw up the thread. It is neces- 
sary to use a strong thread for whipping and gathering the edge of a 
ruffle. 

10 69 



HANDICRAFT FOR GIRLS 

Half-Back Stitch. — Half-back stitching is similar to the stitching. 
The long forward stitch on the under side is three times the length of the 
backstitch on the upper side, and a space the length of the backstitch is 
left between the stitches. See Stitching, page 63. 

Hemming. — A hem is a fold made by twice turning over the edge of a 
piece of cloth, and then sewing it down. The first fold is most important ; 
if that is turned even there will be little trouble with the second. Trim 
the edge of the cloth before turning the hern. It is well to make and 
use a gauge of the required width. If a wide hem is turned, baste along 
the second fold or bottom of the hem first, and then at the top. On 
woolen goods or material that does not crease easily it is necessary to 
baste the first fold. Either bury the knot between the folds of the hem 
or leave one-half inch of thread and hem over it. 

A. Hemming Stitch. 

Hold the hem across the cushion of the left forefinger and point the 
needle a little to the left across the middle of the thumb. Take up a few 
threads of the cloth and a few threads of the fold and draw the needle 
through. Take care that the stitches are regular, of equal length and 
of equal distance apart. Do not confuse the hemming stitch with the 
blind stitch, or the damask hem. Join the threads by leaving a half-inch 
of the old thread and a half-inch of the new to be tucked under the edge 
of the hem and be hemmed over. 

Teachers will find the following suggestions helpful in teaching the 
hemming stitch : 

Put the needle in almost straight with the hem, not at right angles 
to it. Take up as little cloth on the needle as possible; bring the needle 
directly through the hem, making one stitch of it instead of dividing the 
stitch as in the blind stitch. Crowd the point of the needle under the 
edge of the hem. Do not insert the needle a distance from the hem, 
trusting to puckering it up. 

B. Damask Hem. 

Damask is a heavy fabric woven of heavy threads of one color in 
which the pattern is brought out by a change in the direction of the 
threads, and when new is stiff with much dressing. From the very nature 

70 



DESCRIPTION OF STITCHES 

of the cloth it is impossible to hem well with the flat hem. The two folds 
of the' hem are turned the desired width and the hem is then turned back 
flat to the cloth and creased. The edge of the hem and the crease thus 
formed are overhanded together with fine even stitches. When laundered 
this irons perfectly smooth and the stitches do not show on the right side. 
No not confuse this method of hemming with the flat hem, as each has 
its own use. 

Overcasting. — Overcasting is done by taking loose stitches over the 
raw edge of cloth from right to left to keep it from raveling. The 
depth of the stitch depends upon the material to be overcast, usually an 
eighth of an inch is sufficient. The stitches should be twice as far apart 
as they are deep. The needle is inserted from the under side of the 
cloth and points a little to the left, making a slanting stitch. Keep the 
spaces even and the stitches of equal length. Always trim the edges be- 
fore overcasting. Do not overcast a selvedge edge. Take only one 
stitch at a time and be careful not to draw the edge of the cloth. 

Overhanding. — Overhanding is done by sewing closely over two 
edges of cloth from right to left. The cloth may have a folded or 
selvedge edge. Careful basting is necessary to good overhanding. The 
needle is placed at a right angle to the seam and should point to the chest. 
No knot is used ; a short end of the thread is left and overhanded under. 
Hold the work horizontally along the edge of the cushion of the left fore- 
finger and the thumb. Do not wind the cloth over the end of the finger. 
The stitches are straight on the under side and slanting on the top. Do 
not draw the threads tight enough to make a hard seam and also avoid a 
loose stitch that will not hold the edges together when the seam is opened. 
A deep stitch is not necessary for strength and will not look well on the 
right side when opened. To join the threads leave a half-inch of the 
old and a half-inch of the new, lay them along the edge and overhand 
over them. 

Running. — Running is done by taking up and slipping over an equal 
amount of cloth. 

Running is used for seams that do not require great strength, and also 
for tucking. Care should be taken not to draw the thread tight enough 

71 



HANDICRAFT FOR GIRLS 

to pucker. Make a small knot in the thread and conceal it on the wrong 
side or in the folds of the cloth. Hold the work in the left hand hetween 
the thumb and cushion of the forefinger ; hold the needle in the work 
between the thumb and forefinger of the right hand. Use the wrist 
motion. 

Fasten the thread by passing the needle through to the wrong side and 
taking two backstitches. 

Slip Stitch. — See Blind Stitch, page 63. 

Stitching.' — Stitching is so called because it resembles machine stitch- 
ing. It is also known as back-stitching. Stitching is done by taking a 
stitch backward on the upper side of the cloth and a long stitch forward 
on the underside, making the stitches meet on the top as in machine 
stitching. Use a small knot in beginning. Hold the work over the 
cushion of the left forefinger. 

Fasten the threads on the wrong side by taking several back-stitches, 
one over the other, through one thickness of the cloth. To' join threads 
in stitching fasten securely on the wrong side and begin with a small 
knot, bringing the thread through at the proper place for beginning the 
new stitch. It is used where strength is required, or on garments too 
small to go into a machine conveniently. 



72 



DESCRIPTION OF STITCHES 



Ornamental Stitches. 

Applique.— This is an ornamentation produced by cutting a design 
from one kind or color of cloth and placing it upon another. Very beau- 
tiful effects can be obtained, with perfect harmony of color and the proper 
combinations of textiles. The edge can be finished with the blanket, 
couching, Kensington or chain stitch. 

Blanket Stitch. — The blanket stitch, often erroneously called the 
buttonhole stitch, is used for finishing raw edges. It is worked from left to 
right, and the buttonhole stitch from right to left. The depth of the 
stitch and the space between stitches may be varied and will depend upon 
its use. If the thread is not fastened and joined carefully the symmetry 
of the stitches will be broken. A new thread must come up through the 
loop of the last stitch. 

A. To Finish the Edge of Flannel or Heavy Cloth : 
Insert the needle at a point the desired depth of the blanket stitch and 

take one or two running stitches to the edge of the cloth, which will bring 
the thread in position for the first stitch. Make the first blanket stitch 
over these running stitches. Holding the edge of the cloth toward you 
insert the needle at the same point as before and bring the needle out over 
the thread and draw the loop thus made to the edge of the cloth. Repeat 
for successive stitches. For a simple finish for a flannel edge the stitches 
should not be placed too close together. As far apart as the depth of the 
stitch is a good rule, unless greater ornamentation is desired, when three, 
five or seven stitches may radiate from one point. 

B. For Embroidering an Edge — Straight, Scalloped or 

Irregular. 
The stitches are the same as in "A" but should be placed close enough 
together so that the threads touch, making a firm edge. The embroidery 
should be done before the edge is cut. It can then be finished in various 
ways. The narrow edge can be turned back and whipped down on the 
wrong side, or blanket stitched just over the edge with fine cotton thread. 
On lingerie pieces the edge is not cut until after the first laundering. 
If desired the edge can be padded before working with the blanket stitch. 

73 



HANDICRAFT 



FOR 



GIRLS 




ORNAMENTAL STITCHES. 



1 — The chain stitch. 

2 — The Kensington stitch. 

3 — Two styles of feather stitching. 



4 — The herringbone stitch. 

5 — Three styles of blanket stitch. 



74 



DESCRIPTION OF STITCHES 

The padding is done with a soft, coarse thread by working along the edge 
with either the Kensington or chain stitch, or it may be heavily "padded" 
by filling the space. 

C. The blanket stitch is also used for working the loop and the 

buttonhole bar. 

D. See Couching, below. 

E. See Lazy Daisy or Star Stitch, page 78. 

Chain Stitch.— The chain stitch is used for outlining a design, mark- 
ing garments, etc. Insert the needle on the line and draw the thread 
through to the knot. Insert again at the same point and take up on the 
needle cloth for the desired length of stitch and draw the needle out over 
the thread. In placing the needle for succeeding stitches begin inside 
the preceding stitch. The Half-Chain Stitch is very effective for stems 
of flowers, or wherever a fine outline stitch can be used. This is made 
the same as the chain stitch, except that the needle is inserted just outside 
and to the right of the loop instead of in the end of the loop. 

Couching. — Couching is a coarse blanket stitch done over two or 
three strands of silk, linen or cotton floss. It makes an attractive finish 
for a hem line and also for finishing the edge in applique. 

Feather Stitch. — The principal use of the feather stitch being that 
of ornamentation requires that it shall be evenly and carefully done, 
or it fails in its purpose. The feather stitch consists of alternating stitches, 
or groups of stitches, slanting toward a center line. The stitch may be 
varied greatly by the length of the stitch, the slant of the stitch, and the 
number of stitches on each side. The tendency is to gradually increase 
the length of the stitch which must be carefully avoided, as well as a 
change in the slant. Do not make too long a stitch, as there is danger of 
catching and breaking the thread. The feather stitch can be used very 
effectively in scroll designs for the ornamentation of sofa pillows, cushion 
covers, collars, underwear, etc. 

A. Single Feather Stitching. 

Work toward you, holding the cloth over the left forefinger. With 
a knot in the thread insert the needle from the under side a short distance 
to the right or left of the line the feather stitching is to follow (which may 

75 



HANDICRAFT FOR GIRLS 

be designated the center line) and draw the thread through. Place the 
left thumb over the thread to hold it down, and on the opposite side 
take up a slanting stitch, the top of which is as far from the center line 
as the length of the stitch, and the bottom touching the center line. 
Draw the needle out over the thread which will thus form a loop of the 
thread from the first stitch. On the opposite side take up another slant- 
ing stitch the top of which is an equal distance from the center line and 
even with the bottom of the last stitch. Repeat for successive stitches. 
At the end of a thread fasten by passing the needle down where the thread 
last came through the cloth, thus holding the loop from the last stitch 
in place. Begin a new thread by passing the needle up through this loop. 
B. Double Feather Stitching. 
This consists of alternating groups of two, three or more stitches 
instead of single stitches. The successive stitches of each group must be 
placed directly under the first stitch of the group. 

French Knot. — Bring the needle through from the under side. 
With the needle in the right hand, take hold of the thread with the left 
hand about an inch from the cloth and, holding it taut, wind it several 
times around the point of the needle. Return the needle to the same hole 
through which it came out, and draw it back to the under side. 

Hemstitching. — Hemstitching is a method of hemming in which a few 
parallel threads are drawn, the hem turned to the line thus formed, and 
hemmed down with the same stitch that separates the cross threads in 
successive clusters. There are several modifications of the hemstitch. 
The following methods have been selected as being the best for four 
reasons : ( 1 ) The thread is thrown under the edge of the hem, and con- 
sequently wears longer and shows less. (2) The only part of the 
thread showing on the right side is the lop around the cross threads. 
(3) It is readily taught to children, as it is simple, easy to remember, 
and can be given as two distinct parts. (4) It is the natural way to 
hold the hem. 

a. Drawing the threads — Measuring from the edge of the cloth, 
allow twice the width of the desired hem when finished, plus the 
first fold, and draw several threads, the exact number depending upon 

76 



DESCRIPTION OF STITCHES 

the texture of the fabric. Draw the first thread the entire length 
before starting the second, as it is liable to break where the first one 
did. The first thread being drawn, the second will come more 
readily. Beginners are inclined to draw too many threads. Unless 
both edges are to be hemstitched the opening should be narrow- 
enough so that the threads at the top will not loosen. 

b. The Hem — Turn the first fold of the hem and baste to the 
exact line of the opening. Careful basting is indispensable to good 
hemstitching, and especially so at a corner where two hems cross. 
Miter all corners of hems that are more than one-fourth of an inch 
in width. 

c. The Stitch — Hold the cloth over the left forefinger as in 
ordinary hemming. Bury the knot by inserting the needle under the 
edge of the hem and drawing it through. The stitch consists of two 
distinct parts, ( 1 ) forming the loop around the cross threads, and 
(2) catching down to the edge of the hem: 

( 1 ) Pointing the needle toward you and holding the thread 
under the left thumb, take up on the needle three or four of the 
cross threads. Draw the needle out over the thread, thus forming 
the loop, and tight enough to separate the cross threads. 

(2) Insert the needle under the edge of the hem only and take 
an ordinary hemming stitch. Repeat 1 and 2 for the next stitch. 

Herringbone Stitch. — The herringbone or catch stitch is a cross 
stitch used to finish the raw edges of flannel or heavy material. It serves 
both the purpose of overcasting over a raw edge and that of hemming. 
It is used on raw edged hems to avoid the ridge formed by the first fold 
of a hem, on the flannel patch and for finishing the flannel seam, which 
may be pressed open and both single edges herringbone stitched, or both 
folded to one side and finished over the double edge. In most cases the 
open seam looks better. 

The stitch consists of single, alternating running stitches made first to 
the right and then to the left, working from you instead of toward you as 
in ordinary running. The thread being carried across from one stitch to 
another, gives the appearance of a cross stitch. The stitches on each side 
must be in straight rows, with the outer row just over the edge of the flan- 

il 77 



HANDICRAFT FOR GIRLS 

nel. The stitch should be no deeper than necessary to prevent pulling 
out. A good rule for beginners is to make the top of each stitch even 
with the bottom of the last stitch. Point the needle toward you in mak- 
ing the stitch, but work away from you. The edge of the flannel must 
be kept smooth. This being a cross stitch the thread of one part of the 
stitch is on top and the other underneath. Be sure that this is regular, 
those slanting in the same direction should be always either to the top or 
to the bottom. 

Kensington Outline Stitch. — This stitch is used to follow the 
line of a design for ornamentation. To avoid the knot, when starting 
begin half an inch from the end of the line to be followed, and put in three 
or four running stitches, bringing the thread out at the proper place for 
starting. Turn the cloth around, holding it over the left forefinger, and 
work from you. Pointing the needle toward you, take a short running 
stitch directly on the line keeping the thread always on the right side of 
the needle, except on a line curving sharply to the left when the thread 
will fall more naturally to the left side. The thread being carried from 
one stitch to another gives the effect of a long diagonal stitch on the right 
side and running stitches on the wrong. The length of the stitch will 
be determined by the size of the thread, and the character of the line to 
be covered, a curved line requiring a shorter stitch than a straight one. 

Lazy Daisy or Star Stitch.— This is a variation of the blanket 
stitch. Insert the needle at the point desired for the center of the flower 
and draw the thread through. Insert again at the same place and take 
up the desired length of stitch on the needle, drawing the needle out over 
the thread. Pass the needle down through the cloth at the point where 
it came out, but on the other side of the loop, thus forming a second loop 
at the end of the petal to hold it in place, and return the needle again to 
the center of the flower. Make as many petals as desired and finish with 
the French knot in the center of the flower. This stitch also makes a 
pretty star, using six points and finishing without the French knot. 



78 



DESCRIPTION OF STITCHES 



Miscellaneous. 

Bands. — A band is a straight piece of cloth used to finish garments at 
the neck, wrist or waist. It ma}' be sewed to a straight, gathered or 
pleated edge. A band cut with the warp is stronger than one cut with 
the woof. 

A. Hemmed Band. 

See description of the Gathering, page 68. Gather as desired. Place 
the right sides of the cloth and band together and baste just above the 
gathering thread, taking care that the gathers are arranged perfectly even. 
Stitch just below the gathering thread. Turn in a fourth of an inch at 
the ends and along the other side of the band. Fold the band over just 
covering the gathers, and baste. Hem or stitch along the edge, overhand- 
ing the ends of the band. 

B. Overhand Band. 

See description of Guaging, page 69. Make the band by turning in one- 
fourth of an inch all around, folding and basting the edges together. 
Overhand the ends of the band. The whipping of the full part to the 
band will be sufficient to hold the two sides of the band together. Turn 
back the raw edges of the piece to be gathered one-half inch and gather 
once, twice or three times as desired. Pin to the band and overhand, 
taking a stitch for each pleat of the gathers. Fasten all bands very 
securely. 

Bias. — A bias is a diagonal cut. To cut a true bias, fold over the corner 
of the cloth so that the warp and woof threads are parallel. A choice 
bias is a true bias, having the twill of the cloth at right angles to the cut. 
Great care should be taken in measuring and cutting bias strips to have 
them the same width throughout the length. Also avoid stretching after 
cutting. 

a. To cut a bias facing, bias binding or fold, measure in the 
desired width on the true bias at a number of points. Draw a line, 
crease in a fold or baste where the facing is to be cut off. 

b. To put on a bias facing, place the edge of the strip, right sides 
together, even with the edge of the cloth to be faced, baste and stitch. 

79 



HANDICRAFT FOR GIRLS 

Turn the facing back exactly in the seam and baste along the edge 

so that the facing will not show on the right side. Turn the fold 

at the top, baste and hem. 

A bias facing for a curve should be cut narrow enough so that by 

stretching one edge of the facing it will lie perfectly smooth when 

finished. 

c. To join two bias strips — Cut the ends to be joined straight 

with the threads of the cloth and place the right sides together, slip- 
ping the top piece past the under piece the width of a seam, but hav- 
ing the top edges even. Stitch where the facings cross, open the 
seam and crease ; or, after trimming, a seam may be turned back at 
the end of each piece and the folded edges overhanded together. 

Cloth. — A fabric woven of fibers, either animal or vegetable. The 
edges of cloth are known as the selvedge, the threads running lengthwise 
the warp, and those crossing the warp from selvedge to selvedge the woof. 
The selvedge should be trimmed off, as it is hard to sew through and 
draws up when wet. 

Eyelets and Loops. — An eyelet is a small hole made and worked 
in a garment to receive a cord, stud or loop of a button. Punch the hole 
with a stiletto, pushing the threads apart rather than breaking them. 
Overhand closely from right to left with short even stitches. A large 
eyelet may be cut out and worked around with the buttonhole stitch. 
A blind loop is made in place of the eye to receive a hook. Put three or 
four long stitches in the same place beginning at the left, so that the thread 
will be at the proper place for working the loop with the blanket stitch. 

Joining and Fastening Thread. — When ;ewing, care should be 
taken in joining threads. The manner in which it is done depends upon 
the stitch in use. In hemming, leave a half-inch of the old and a half- 
inch of the new thread, tuck both under the hem and continue hemming 
over the threads. The same plan is followed in overhanding. In the 
blanket stitch, feather stitch, herringbone, chain and buttonhole stitch the 
new thread must come out through the last stitch. Thoughtful attention 
should be given to the fastening of threads, as careful, painstaking work 
may soon be rendered useless by the loosening of the thread from the end. 

80 



DESCRIPTION OF STITCHES 

After fastening securely clip off all threads that the work may be not only 
strong, but neat. The usual fastening consists of several backstitches 
taken in the same place. 

Mitered Corner.— Two hems crossing at right angles may be finished 
either with the square or the mitered corner. To miter a corner, turn and 
crease a quarter-inch fold on both sides. Turn the second fold of the 
hem the desired width on both sides and crease. Open out the corner 
and place a dot where the inner creases cross. Place a second dot a 
quarter of an inch from the first toward the corner. Through this second 
point draw a line passing from side to side, across the corner, being careful 
that the line is an equal distance from the corner on both sides. Cut off 
the corner on this line. Fold both hems again on the creases before made 
and pin the hem on one side in place. Make a pin hole as near the exact 
point where the hems cross as possible, passing through both hems. Fold 
in the bias edge on the hem that is not pinned down, exactly from the pin 
hole to the corner, causing the edges of the two hems to meet at an angle 
of forty-five degrees. 

Patterns. — With the varied, complex and ever-changing styles of 
fashion, individual pattern drafting (except for a very simple article) is 
impracticable, usually resulting in commonplace garments and involving 
useless time and labor. For the trifling sum of ten of fifteen cents reli- 
able, up-to-date patterns can be secured which are cut to established 
measurements by a fashion expert. A good needlewoman supplies herself 
with a good pattern and then cuts accurately, bastes carefully, and finishes 
neatly, and in nearly all cases, results will be satisfactory. 

Plackets. — A placket is an opening made in a garment. There are 
several ways of finishing an opening, but in all cases, except when the gus- 
set is used, the underside should extend some distance under the top to 
prevent gaping. 

A. A Placket with a Continuous Binding. 

This is the placket used on children's drawers, night shirts, under gar- 
ments, etc. 

Cut the opening the desired length. Cut the facing with the warp a 
little more than twice the length of the opening and twice the desired 

81 



HANDICRAFT FOR GIRLS 

width when finished, plus one-fourth inch, or more, allowed for seams. 
The following are the successive steps for making the placket: 

a. Fold the cloth, right sides together, in a line with the opening. 

b. Double the facing across the warp, through the center, wrong 
sides together. 

c. Slip this between the folds of the cloth so that the fold of the 
facing will just come to the end of the opening. This will bring 
the right side of facing to the right side of the cloth. 

d. Baste the facing to the cloth down one side and up the other 
side of the opening. 

e. Stitch with an eighth of an inch seam, which will render un- 
avoidable a small pleat at the end of the opening the width of the 
seam. 

f. Crease the facing back over the opening exactly in the seam. 

g. Turn an eighth of an inch fold the length of the facing down 
the other side. 

h. Fold this over the seam to the stitching, baste, and hem. 
i. At the top of the opening fold the right-hand facing back and 
stitch along the edge to hold in place. 

B. A Placket with an Extension Hem on One Side and a 
Flat Facing on the Other. 
This is the placket used on dress skirts, petticoats and carefully tailored 
garments. 

Follow the directions for the successive steps for making Placket A 
through "g," as the two plackets are the same to this point. 

The left side of the facing will consist of an extension hem the same as 
in Placket A, the only difference in the plackets being the manner of 
finishing the right side or top facing. 

h. After turning the fold the length of the facing, place the edge 
of this fold to the stitching on the other side of the seam, and crease 
the facing through the center the long way, as in Placket A. 

i. As the right side is to be hemmed down as a facing, it is desir- 
able to cut out one thickness of the cloth, leaving, of course, the quar- 
ter-inch inside the long crease, and also at the cross fold, at the end 
of the opening as the first fold on the facing. 

82 



DESCRIPTION OF STITCHES 

j. Baste this facing flat to the cloth, and hem. 
k. Stitch once across the top facing only, just at the bottom end 
of the opening. 

C. A Finish for a Shirt Sleeve or Nightgown Opening. 
As this consists of an extra piece which extends over the opening, it is 

necessary to allow for this in cutting, so that the middle of this piece will 
come in the center when finished. When cutting this opening in a night- 
gown, cut to the right of the center one-half the width the facing is to be 
when finished. The following are the successive steps for making the 
nightgown opening: 

a. Cut the opening the desired length. Cut the facing in two 
pieces, one a little more than twice the length of the opening, and 
the other the length of the opening plus the width of the facing, 
both pieces to be the desired width plus the allowance for seams. 
(These two pieces will be designated the long and the short facings.) 

b. Place the short facing to the right-hand side of the opening, 
right sides of cloth together and even at the top. Pin in place. 

c. Place the long facing to the back of this same side with the 
right side of facing to the wrong side of the cloth, thus having the 
three thicknesses of cloth together. Pin in place and baste a quarter 
of an inch from the edge. Stitch an eighth of an inch seam. 

d. The long facing is a continuous facing, the same as in Plackets 
A and B. Baste up the other side and stitch, the seam being on the 
right side of the cloth. 

e. Crease both facings open in the seams. Turn in a fold on the 
other side of the short facing and turn the end to a square point. 

f. Turn a fold the length of the long facing so that it matches 
the width of the short piece. 

g. Baste the two facings together and the flat facing to the cloth, 
h. Stitch around the short facing and twice across it at the end of 

the opening. Stitch or hem the under side of the flat facing. 

D. The Gusset. 

This method of finishing an opening is sometimes used on drawers and 
night-shirts instead of Placket A. The following are the successive steps 
for making the gusset : 

83 



HANDICRAFT 



FOR 



GIRLS 



a. Cut the opening the desired length. 

h. Hem both sides with a very narrow hem running to a point 
at the end of the opening. 

c. Cut a piece of cloth one and one-half inches square. On this 
square fold down one corner three-fourths of an inch on the sides 
and cut it off. Turn a fold one-eighth of an inch all around this 
piece. Place the corner which is oppo- 
site the diagonal cut to the middle of 
this cut and crease. 

d. To sew the gusset in, place the 
apex of the triangle to the end of the 
opening and overhand on the wrong 
side to the crease before made. 

e. Fold over the remaining part to 
the wrong side, baste and hem. Stitch 
along the fold of the gusset to strength- 
en it. 

Putting in Sleeves. — After trimming 
the arm hole, measure one inch back from 
the shoulder seam and mark with a pin. 
Fold the garment at the arm hole with this 
pin at the top of the fold and place another 
directly opposite it. Call this point A. 
Remove the first pin to avoid confusion. For 
a sleeve for an adult, measure from the 
shoulder seam five inches on the front and 
mark with a pin. Call this point B. Meas- 
ure from the shoulder seam three inches on 
the back and mark with a pin. Call this 
point C. With the sleeve right side out 
place the under seam of the sleeve at A and 

pin together at this point. The gathers are to come at the top of the 
sleeve between B and C. For misses and children the measurements 
should be decreased proportionately. Measure the sleeve on the arm-hole 
and cut small notches at B and C. Gather the sleeve between these 




FORMATION OF GUSSET. 



84 



DESCRIPTION OF STITCHES 

notches one-fourth of an inch from the edge, with a strong thread a little 
longer than the distance to be gathered. Put in a s?cond gathering one- 
eighth of an inch from the first. Put in place at points A B and C ; draw 
up the gathering threads to the proper length and fasten by winding 
around a pin. Arrange the gathers between B and C, pushing them a 
little closer together in front of the shoulder seam. Hold the inside of 
the sleeve next to you and, beginning at B, baste first around the plain 
part, then the gathered part. Stitch inside the basting and bind the seam. 

Seams. — A seam is formed by sewing together two pieces of cloth. 
There are several different methods of joining them. Those known as 
the raw seams may be joined by stitching, half-back stitching, overhanding 
or the combination stitch. The closed or finished seams are known as 
the French Fell, French Seam, Hemmed Seam, Flannel Seam and the 
Bound Seam. No garment should be finished with a raw seam, which is 
only properly used when covered with a lining, or as the first step in one 
of the finished seams. 

A. French Fell. 

Place the two pieces to be joined, right sides together, edges even and 
baste one-fourth of an inch from the edge. Sew with the combination 
stitch (or machine stitching) three-eighths of an inch from the edge. 
Trim three-sixteenths of an inch from the under side of the seam and 
crease the upper side of the seam over this. ( In hand sewing there is a long 
stitch on the under side. Be sure to trim from this side so that the 
short stitch comes on the top.) On the right side of the garment crease 
carefully and baste along the edge of the seam to prevent the fullness 
which beginners are so liable to have over the French Fell on the right side. 
Turn to the wrong side, baste the seam flat to the cloth, and hem. 

B. French Seam. 

Place together the wrong sides of the pieces to be joined, and baste one- 
fourth of an inch from the edge. With the running stitch sew one-eighth 
of an inch from the edge. Carefully trim off the ravel ings, fold the right 
sides together and crease exactly in the seam, baste and stitch the seam, 
taking care that no ravelings can be seen and that the seam is perfectly 
smooth on the right side. 

12 85 



HANDICRAFT FOR GIRLS 

C. Hemmed Seam. 

This is used for joining thin material, lace, etc. On one piece fold an 
eighth of an inch seam (or more, if necessary) to the right side of the 
cloth, and on the other piece fold an eighth of an inch seam to the wrong 
side. Place the right sides of the two pieces together with the raw edge 
of one piece under and to the folded edge of the other. Baste this fold 
down over the raw edge sewing through the three thicknesses of cloth. 
Fold over in the crease and baste through the four thicknesses. Stitch, 
or hem by hand, along the edge of the seam on both sides of the cloth. 

D. Flannel Seam : 

The flannel seam is used on material so thick that it is necessary to 
finish over a raw edge, instead of with a seam involving several thick- 
nesses of cloth. Place together the right sides of the two pieces to be 
joined and baste one-eighth of an inch from the edge. Stitch one-fourth 
of an inch from the edge and remove the bastings. Trim the seams 
smooth, open and baste flat to the cloth. Herringbone stitch over the 
raw edge of both sides of the seam. One side of the herringbone stitch 
should come just over the raw edge of the flannel. The edges must be 
kept smooth, and unless the flannel ravels easily, the herringbone stitch 
should be not over one-eighth of an inch deep and close together. This 
stitch is used also on the flannel patch. 

E. Bound Seam : 

Seams may be bound with the two parts of the seam together, or they 
may be pressed open and bound separately. This may be done with a bias 
strip, binding ribbon or tape. 

a. Binding the entire seam — Place together the two right sides of 
the pieces to be joined and baste one-eighth of an inch from the edge. 
Place the bias binding (three-fourths of an inch wide) with the 
wrong side of the cloth up and the edge of the binding one-eighth 
of an inch from the edge of the seam, and baste in place. Stitch 
through the three thicknesses of cloth a quarter of an inch from the 
edge. Turn in one-eighth of an inch on the other side of the bind- 
ing and hem it down just above the stitching on the other side of the 
seam. This method of binding is used on the arm-holes of garments 
or wherever it is not feasible to open the seam and bind separately. 

86 



DESCRIPTION OF STITCHES 

b. The Open Bound Seam — Prepare the seam as above without 
the bias binding. Trim and press the seam open. Double the 
binding ribbon through the center and crease. Place the raw edge 
of the seam to the fold of the ribbon and run along the edge, catch- 
ing through to the under fold. Tape may be used for binding, but 
must be basted on first and hemmed down. 

Sewing on Buttons. — There are two important requirements for 
sewing on buttons — to put in sufficient thread, and to fasten this thread 
securely that it may not loosen from the end. In sewing flat buttons on 
coats, jackets, etc., place a small button on the under side and sew through 
it to avoid having the stitches show on the under side. 

a. The Loop or Shank Button — Place the button in position with 
the loop at right angles to the edge of the cloth. Hold the button 
with the left hand and overhand the loop to the cloth. Pass the 
thread to the under side and fasten. 

b. Four-Hole Button — In sewing on flat buttons insert the 
needle from the right side and back in order to hide the knot under 
the button. Place the button in position and hold a pin across the 
button for the purpose of lengthening the stitches. Put in five or 
six stitches diagonally across the button and over the pin. Change 
the position of the pin and repeat. Slip the pin out, pass the needle 
through the cloth only, and wind the thread around the threads 
between the button and the cloth. Pass the needle through the cloth 
and fasten securely. 

c. Two-Hole Button — Place the button so that the stitches will 
come at right angles to the edge of the cloth, with the pin across the 
button. Proceed as with the four-hole button. 

Sewing on Hooks and Eyes. — In sewing hooks and eyes on a 
garment it is best, where practicable, to cover the ends with the lining of 
the garment or with a piece of tape. In sewing them on the edge of a hem 
or facing turn the edge of the hem back over the ends of the hooks and 
eyes and hem it down. Where they are to be covered they should be 
strongly overhanded to the garment first. When covering is not feas- 
ible place the hook or eye in position and buttonhole around the top, begin- 

87 



HANDICRAFT FOR GIRLS 

ning at the right-hand side and inserting the needle under and up through 
the hole, throwing the thread around the needle as in the buttonhole 
stitch. The hook should be sewed down at the point before breaking the 
thread. The worked loop is often used in place of the metal eye. For 
this purpose cut a stiff pointed piece of cardboard the length of the de- 
sired loop and work the loop over this, when the cardboard can be easily 
slipped out. The loop is worked from left to right with the blanket 
stitch the same as the bar of the buttonhole. 

Sewing on Lace. — When sewing lace to an edge always hold the 
lace next to you. Lace may be put on straight or gathered. At the top 
of most laces will be found a coarse thread woven into the lace for the 
purpose of gathering. Before drawing this up divide the lace and the 
edge upon which it is to be placed into halves, quarters or eighths, de- 
pending upon the length, and pin, with right sides together, at points of 
division. Then draw up the thread, arrange the gathers even, and over- 
hand to the edge with fine even stitches. If the gathering thread is not 
in the lace, put it in and proceed as above. If the lace is to be put on 
plain hold it loosely to the edge and overhand. 
A. Sewing Lace Around a Corner: 

When sewing the lace on plain to round a corner, overhand to a point 
as far from the corner as the width of the lace. (This point may be 
designated A, and a point an equal distance from the corner on the other 
side B.) From A measure on the lace twice its width and pin at the 
corner. Allow the same fullness on the other side and pin at B. Con- 
tinue overhanding from B, leaving the corner until later, when the gath- 
ering thread will be put in, gathers arranged and the lace overhanded to 
the edge. If the lace is wide baste it in place at the corners before over- 
handing. 

When sewing gathered lace to an edge, to round a corner proceed as 
above with this exception: The same fullness must be allowed on the 
corner that is allowed on the straight edge, in addition to that required 
to carry the lace around the corner without drawing. For example: If 
one-half the length of the lace is allowed for fullness on the straight edge, 
at the corner allow two and one-half times the width of the lace instead of 
twice its width. 

88 



DESCRIPTION OF STITCHES 

B. Sewing Two Ends of Lace Together: 
The manner of sewing two ends of lace together will depend upon the 
kind of lace to be joined, the pattern, strength, etc. The first aim to be 
considered is to have the joining strong enough so that it will not pull 
apart. The second is to join it so that it will show as little as possible. 
Several methods are suggested : 

a. Lace made up of units can be easily joined by overhanding 
these units together. 

b. If the pattern permits, cut the lace with the pattern, lay one 
edge over the other and buttonhole over each raw edge with fine 
thread. 

c. Sew the lace right sides together, in a narrow seam. Lay the 
seam flat and buttonhole over the raw edge and at the same time 
down to the lace. 

d. Turn a narrow fold on one piece to the right side and on the 
other piece to the wrong side, slip one under the other and hem down 
the two edges as in the hemmed seam. 

Tucking. — Crease the first tuck where desired. For the second tuck 
measure from the first and allow twice the width of the tuck plus the 
desired space between. Repeat for the successive tucks. 
Putting a Ruffle into a Hem-Tuck. 

This makes an excellent finish for the bottom of underskirts, petticoats 
and drawers. Measure up from the bottom twice the width of the de- 
sired hem plus one-fourth of an inch for the seam and crease for a tuck. 
Stitch the tuck. This will leave the raw edge extending one-fourth of an 
inch below the edge of the tuck. Place the ruffle along this edge, wrong 
sides together, and baste in a quarter-inch seam. Baste the tuck over the 
seam and stitch along the edge. 



89 



CHAPTER VIII. 

TEXTILE FIBERS AND FABRICS. 

The fibers used in the manufacture of cloth are of two different natures, 
vegetable and animal. 

The vegetable fibers may be divided into three distinct classes: 

1. The cotton, having soft, lint-like fibers, one-half to two inches 
in length, is obtained from the seed-pods, called "bolls." 

2. The fibers from flax, hemp and jute are flexible and of soft 
texture, ten to one hundred inches in length. 

3. The hard or leaf fibers, including manila, sisal, istle and the 
New Zealand fibers, all having rather stiff woody fibers, one to 
ten feet long, are obtained from the leaf or the leaf stem. 

The animal fibers are obtained from the wool bearing animals such as 
common sheep, Angora and Cashmere goats and the hair of the camel. 
The silk fiber is obtained from the cocoon of a caterpillar. 

SILK. 

Silk is the most beautiful of all fabrics. It is made from the fiber 
produced by the silk-worm which is a species of caterpillar. So per- 
fectly does this little worm do its work that no spinning is required. 
This fiber, placed under a microscope, looks like a glass thread. It is 
the light playing along this smooth surface that gives to silk its beautiful 
luster. 

Silk first came to Europe from China where the industry had been cul- 
tivated for many centuries. It is said this was begun by a woman, the 
wife of an Emperor, in the year 2600 B. C, and the culture of the mul- 
berry, upon the leaves of which the silk-worm feeds and thrives, forty 
years later. 

Several unsuccessful attempts have been made to introduce the culti- 
vation of the silk industry into the United States. As the business re- 
quires a large amount of cheap labor for a short time during the year, 

90 



TEXTILE FIBERS AND FABRICS 



it has not as yet been found profitable. Machines are of little use, except 
in reeling the silk. 

The moth lays its eggs, about five hundred in number, in August or 
September, and they hatch the following May, just at the time the mul- 
berry comes into leaf. These little caterpillars are hatched and fed 
in-doors, and they eat like hungry school-boys for a month or more, until 
they are about three inches long. At this period they sicken and cast 
their skins, after which they begin eating as eagerly as ever. In about 
a month, however, the worms stop eating altogether, crawl up on the 
twigs which are placed on large trays, and begin to spin their cocoons. 
There are two little openings in the head of the worm, from which comes 
two thread-like substances resembling glue, from which the silk is made. 
These stick close together and form a flat thread. The silkworm by mov- 
ing its head about, wraps this thread around its body, wrapping from the 
outside inward, until it has completely inclosed itself in this silken blanket. 
Then it goes to sleep. If left to itself it would in two or three weeks 
bore its way out of this silky covering and come forth a feeble white moth. 
But as the cutting of this hole in the cocoon injures the fibers, only just 
enough for the next year's crop are allowed to come out. The rest are 
stifled in a hot oven. 

After the outsides of the cocoons are removed they are placed in hot 
water which softens the gum that is in the silk so that it can be wound off 
on reels. The silk fiber is all in one piece, and about one thousand feet 
long. There is always a portion of the cocoon which is too tangled to 
be wound, and it is made into what is called spun silk. Spun silk is 
carded like wool. The removal of the natural gum, by boiling in strong 
soap suds, effects a considerable loss in weight, the cleansing process, how- 
ever, causing it to take on very beautiful tints. This loss has led to the 
weighting of silk by mixing cheaper materials with it. 

An artificial silk is made from the fiber of the ramie plant which grows 
in China and Malay. This is sometimes known as China silk. Mercer- 
ized cotton has also been treated so as to very successfully imitate silk. 



91 



HANDICRAFT FOR GIRLS 



COTTON. 

The Plant — Cotton is one of the most important vegetable fibers, 
distinguished from all other fibers by the peculiar twist it possesses which 
makes it especialy adapted to spinning. It is cultivated between the 
twentieth and thirty-fifth parallels north of the equator. This is known 
as the cotton belt. Within this belt lie the cotton districts of the United 
States, Northern Mexico, Egypt, Northern Africa, Asia and India. 

Although cotton is cultivated mainly for the fiber surrounding the 
seeds, its by-products, the seeds and stalks, are of great commercial im- 
portance, being manufactured into oil-meal, oil cakes, cottolene, etc. 
There are about fifty species of the cotton plant but only a few are culti- 
vated, the best known and most commonly used being the "American Up- 
land," which is now cultivated in many parts of the world. The two 
varieties grown in the United States are the "Sea Island" and the "Up- 
land." The former is much more valuable because its fiber is longer. 
It is cultivated on the islands and low-lying coasts of South Carolina, 
Georgia and Florida. The latter, while not so valuable, furnishes most 
of the crop and is grown over a wide area. 

The plant grows from seven to ten feet high. The leaves are sprinkled 
with small black dots. The hollyhock-like flowers are white and yellow 
when they first open, but two days later they turn a dull red. Surround- 
ing the flowers are three or four cup-shaped green leaves which together 
are called squares. These remain after the petals have dropped, to serve 
as a protection to the bolls. 

Cotton thrives best in a rich, deep soil with a hot, steamy atmosphere. 
It should have plenty of moisture while growing and a dryer period dur- 
ing the ripening and gathering of the crop. The most of the cotton crop 
is planted by the twentieth of May. Six weeeks after it begins blos- 
soming the first bolls are ready for picking. This is done by hand, and as 
the bolls do not all ripen at the same time, it is necessary to go over the 
field many times, and the picking often lasts until the middle of December. 
The cotton is gathered into baskets hung from the shoulders of the pickers. 

The Preparation of the Fiber. — After the cotton is picked it is 
taken to the gin which separates the fiber from the seed. Until the cotton 

92 



TEXTILE FIBERS AND FABRICS 

gin was invented in 1793, by a Connecticut teacher, then living in Geor- 
gia, the cultivation of cotton was not profitable, as one person could only 
clear the seeds from five or six pounds a day. This machine has revolving 
teeth which drag the cotton between parallel wires, leaving the seeds 
behind. With this machine a slave could clean about a thousand pounds 
in a day. This gave a wonderful impetus to the cotton industry, and its 
cultivation increased enormously. 

After the seeds are removed the cotton is put up into bales weighing 
about five hundred pounds each, and is then ready for shipping. When 
these bales are received at the factory the cotton is so closely matted 
together that it must be broken up or loosened. This is done in the 
blending room where it is first run through heavily weighted and spiked 
rollers which pull the cotton apart. It is then blended or mixed to make 
it of uniform quality. After this it is taken to the carding room. Here 
the fibers are drawn parallel to one another and bits of leaves and unripe 
fibers removed, when it is put through the drawing frame, consisting of 
a pair of rollers. These parallel, untwisted fibers are now called "slivers." 
From the drawing frame these "slivers" go to the slubbing machines 
where it is lightly twisted and wound on bobbins. This process is re- 
peated on similar machines each one drawing the thread out and twisting it 
a little more, until it is finally ready for spinning. 

Spinning-. — Two systems of spinning are in use at the present time, 
ring spinning and self-acting mule spinning. The former is done mostly 
by women and children, and produces a hard, round irregular yarn. The 
latter machines, operated only by men and very strong women, are com- 
plicated, but produce an exceedingly soft and fine yarn. 

The thread used for sewing and for the manufacture of lace is made 
by twisting several fine threads together. Sewing thread is usually com- 
posed of from six to nine threads spun separately and then twisted into 
one. Thread is sometimes passed very rapidly through a flame which 
burns off the fuzz making it very smooth. 

Weaving. — Three operations are necessary in the manufacture of 
cloth ; First, the separation of the warp threads on the loom, so that the 
shuttle containing the woof can pass through. Second, the movement of 

93 



HANDICRAFT FOR GIRLS 

the shuttle, back and forth, among the warp threads. Third, the beating 
up the woof. 

FLAX. 

The fibers of flax are spun and woven into a fabric called linen. This 
is one of the most ancient industries known to man. Linen is often men- 
tioned in the Bible and the ancient Egyptians wrapped their mummies 
in this fabric. It is said that the finest linen of the present day looks 
coarse beside that from the Egyptian looms in the days of the Pharoahs. 
The Hebrew and Egyptian priests wore garments made of this fine linen. 

The Plant. — Flax grows from two to three feet high, and has a blue 
flower. A field of flax in blossom in very beautiful. 

While it is grown extensively in many parts of Europe, Asia and 
America, the soil and climate of Ireland, France and the Netherlands 
are especially adapted to its growth, and it is in these countries that it 
reaches its greatest perfection. 

The fiber of the bark is the part of the plant used in the manufacture of 
cloth. Linseed oil is expressed from the seed. 

The Preparation of the Fiber. — When the plant is ripe it is 
pulled up by the roots and beaten to loosen the seeds which are then shaken 
out. Next the stems are steeped in soft water and afterward allowed to 
ferment. They are then dried and passed between fluted rollers which 
breaks the woody part of the stems which are again beaten to remove this 
woody part from the fiber. The fiber is then made into bundles and sent 
to the mill to be spun, where it is first roughly sorted, the longest and best 
portions being separated from the short raveled ones. These inferior 
portions are called "tow." 

The treatment of the flax fiber for spinning is similar to that of the 
cotton (page 92), being drawn and twisted and drawn out again, repeat- 
ing this process several times. 

Spinning. — Coarse and heavy yarns are spun dry, but fine yarn must 
be spun wet. Some varieties of velvet and velveteen are made from linen. 
Much of the so-called linen cloth of the present day is mixed with cotton 

94 



TEXTILE FIBERS AND FABRICS 

or jute. The principles of weaving are the same as that of the cotton. 
See page 93. 

For many centuries the weaving of linen was conducted as a household 
industry. The first attempt to manufacture it on a large scale was in 
England in 1253. It is now one of the national industries. Linen is 
bleached after it is woven. In the olden times it was spread upon the 
grass, or lawn, and the action of the sun, air and moisture whitened it, 
and for this reason it was called "lawn," and it is still so designated. In 
the modern process of bleaching, the linen is first singed by being passed 
rapidly over hot cylinders which makes the cloth smooth. It is then 
boiled in lime water, washed and afterwards scoured in a solution of 
sulphuric acid, exposed to the air for a time and again scoured. Lastly, 
it is boiled in soda-lye water and dried over hot tin rollers. The gloss 
on linen is made by first mangling, then starching, and finally running it 
between heavy rollers. 

Linen is chiefly manufactured in France, Belgium, Germany, England 
and the United States. France is noted for the finest kinds of lawn and 
cambric, while Ireland excels in the production of table linen. The 
largest portion of the sheeting and toweling is made in Scotland. The 
linen manufactures of the United States consist principally of toweling 
and twine. 

WOOL. 

Wool is the fleecy covering of sheep. It is distinguished by its waviness 
and the scaly covering of the fibers. The scales are more pointed and 
protrude more than those of hair. This gives it a tendency to mat or felt. 
The waviness of wool is due to the spiral structure of the fibers. Next 
to cotton, wool is the most extensively used of all the textile fibers. 

The Romans developed a breed of sheep having wool of exceeding fine- 
ness, and later introduced their sheep into Spain. Here they were still 
further improved, and it was not many years until Spain led the world 
in the production of wool. The fine wooled Merino sheep originated 
here. Australia and the United States are also great wool-producing 
countries. 

95 



HANDICRAFT FOR GIRLS 

Classification. — There are three classes of wool, classified according 
to the length, fineness and felting qualities : 

1. The carding or clothing wool. 

2. The combing or worsted wool. 

3. The blanket or carpet wool. 

Wool on different parts of the same animal varies greatly, that on the 
shoulders being the finest and most even. All unwashed wool contains 
a fatty or greasy matter called yolk or suint. This keeps the fiber from 
matting together and also protects the fleece from injury. The yolk 
must be removed before the wool is manufactured into cloth. When the 
fleece is cut from the body of the sheep it sticks together so that it can be 
spread out like the hide of an animal, and each fleece is tied in a separate 
bundle. A few years ago sheep shearing was done by hand. This was 
a busy time, especially on large ranches where thousands of sheep were to 
be sheared and it required a large crew to do the work. It is now- 
accomplished with much less time, labor and expense by machinery. 

Alpaca and Mohair are classed as wools, but the former is' produced 
by the Alpaca goat and the latter by the Angora goat. Cashmere wool 
comes from the Cashmere goat, found in Thibet, and is very costly, as 
only the finest parts of the fleece are used. In the far eastern countries 
beautiful, costly fabrics are made from the long hair of the camel. 

Preparation. — When wool comes to the factory in the raw state it 
must be scoured. This is done by passing it through machines contain- 
ing strong soap suds, and afterwards rinsing it. After the wool is dry- 
it is mixed or blended. Mixing is an operation of great importance and 
is done to make the wool of uniform quality. Portions of wool from dif- 
ferent lots, qualities and colors are placed in alternate layers and blended. 
If it is desired to mix other materials with the wool, such as silk, cotton 
or shoddy, it is added at this time. 

The wool is harsh to the touch after it has been scoured, owing to the 
removal of the yolk. To restore its natural softness it is slightly sprinkled 
with oil during the process of mixing. 

Carding 1 and Spinning-.' — The process of carding produces a thread 
having fibers projecting loosely from the main thread in little ends which 

96 



TEXTILE FIBERS AND FABRICS 

form the nap of the finished cloth. After it is carded it is wound on 
spools' and is ready for the spinning. In spinning the threads are held 
together by their scales and the waviness of the fiber which prevents them 
from untwisting. Another valuable feature of wool is its elasticity, which 
makes it soft to the touch and this is retained in the manufactured goods. 

Woolens. — There are two classes of woolen textiles, woolens and 
worsteds, depending upon the character of the fiber used, and the treat- 
ment to which it is subjected. The shorter varieties of wool are used in 
woolens, while the long fibers are combed out and used for the worsteds. 
In making woolen yarns the wool is simply carded and very loosely spun, 
but in making worsted thread the wool is combed out and hard twisted. 
Owing to the nap of the woolen goods the weaving is scarcely visible, but 
in the manufacture of worsteds the weave is evident and a great variety 
of designs is possible. 

A variety of effects can also be produced by the character of the finish. 
Among the principal varieties are : 

1. The dress face finish, such as broadcloth and beaver. 

2. The velvet finish. 

3. The Scotch or Melton finish. 

4. The bare face finish, which has the nap completely sheared off. 
While the finish may differ, the general treatment of the cloth is prac- 
tically the same. The first step is called pulling, when the cloth is soaked 
in hot water and pulled by a pulling machine. It is soaked, pulled and 
beaten until it is only half its original length and breadth. It is then 
rinsed and stretched on a frame where it will dry without a wrinkle. At 
this time the nap is raised by beating the cloth with the spike head of the 
teasel plant or its substitute. The pile or nap is then trimmed so as to 
present a uniform surface, when it is wound tightly around a huge drum 
and immersed in hot water. Finally it is pressed in a hydraulic press, 
during which time steam is forced through it. This is to give solidity 
and smoothness to the cloth and also to add luster to the finished fabric. 



13 97 



CHAPTER IX. 
DRESS, AND ITS RELATION TO ART. 

Art education should bring to every girl a greater appreciation of beauty 
and a sufficient knowledge to enable her to beautify her home and to 
dress herself becomingly. This is the real "applied art" or "applied 
design" of which we have heard much but seen little. 

The power and skill necessary to originate an intricate and artistic 
design, and a technical knowledge of color-blending are worth something 
to the individual, but the ability to apply this knowledge later to the 
decoration of her home and to the selection of her own wardrobe is of 
vastly greater importance. 

An artist who paints the human figure, draws and erases and draws 
again, and yet again, that the contour of the form he creates may be right 
in proportion and graceful in line. He studies his coloring, he compares, 
rejects and blends for a particular shade or tint that makes for complete 
harmony. No discordant note of color nor turn of line that detacts 
from the beauty of the whole is allowed. And there are artistic makers- 
of-garments who put into the costumes they create the same thought and 
care that the artist spends upon his canvas, but the prices of both are 
within the reach of very few. Nearly every woman must plan her own 
wardrobe and choose the furnishings for her home and this is what 
"Art" and "Domestic Art" in the public schools should train the girl of 
to-day — the woman of the future — to do. 

Art on paper is the preparation for a journey — packing the suitcase, 
as it were, necessary but toilsome; the application of art principles to the 
problems of real life, the delightful excursion, opening the eyes to real 
beauty and its possibilities. May the children in our schools have some- 
thing more than the drudgery of preparation. 

Clothing was first designed in the early ages, no doubt, as a covering 
and protection to the body; it has come, however, to mean something more 
than this. It is an expression of the character, the nicety of taste — or lack 
of it — the discrimination and judgment of the indiviual. In the selec- 

98 



DRESS AND ITS RELATION TO ART 

tion of one's garments there are a number of points which must be taken 
into, consideration, such as health and comfort, cost, fitness, color and 
style, as well as beauty. And above all, the average woman must pause 
and consider last season's garments, that are too good to be discarded 
and must form a part of this year's wardrobe. It is quite disastrous to 
plunge ahead and buy a blue dress, because blue happens to be stylish, if 
the hat to be worn with it is a green or brown "left over." 

While a due regard to the opinions of others demands a certain con- 
formity to the customs of the time and place in which one lives, there is 
always a latitude allowed which enables one to exercise individual needs, 
taste and preference. 

Health and comfort should take rank before everything else. A style 
which interferes with either is an absurdity which anyone of good sense 
will avoid. 

Neatness should be considered above beauty or style. A soiled collar, 
hooks, eyes and buttons missing, gloves out at finger ends, shoes dusty and 
unpolished, braid hanging from the skirt, the waist and skirt separated 
are all accidents which may befall anyone, but are most deplorable when 
they become chronic. 

It has been wisely said that the best dressed woman is she of whose 
clothing one is unconscious, whose dress is neither conspicuous from 
extreme style nor too noticeable from a total disregard of the custom of 
the times. Good taste demands that one be not overdressed. Street 
and business suits and young girls' school dresses should be plain, well 
made and neat, of subdued and becoming color. 

"Costly thy habit as thy purse can buy," wrote Shakespeare, and the 
advice still holds good. Economy does not consist, however, of buying 
cheap, shoddy material. Trimming can be dispensed with to the improve- 
ment of the average garment, but a dress made of good cloth will out- 
wear, look better, give greater self-respect, and in the end cost less than 
several dresses made of cheap stuff, as the cost of making is no more for 
the one than the other. This is a principle that applies as well to under- 
wear. Simple garments, well made of firm fine cambric are much to be 
preferrred to those overtrimmed with cheap lace and sleazy embroidery. 

Some colors and styles are becoming to certain complexions and forms 

99 



HANDICRAFT FOR GIRLS 

and are quite the reverse to others. A short stout person should avoid 
plaids, while one overly tall should never select stripes. The lines of 
the garment are equally important — any method of trimming that gives 
length, the long lines of the "princess" and the "empire" styles are a boon 
to the short figure, while the overskirt, the deep flounce, and the bands 
of trimming running around the skirt, all help to break the long lines 
for the tall woman. Belts that by contrast divide the figure are not 
good unless one wishes to shorten the height. Waists and skirts of the 
same color usually have more style and give better form. 

Give careful heed to the selection of color, not only to the dress but 
to the accessories, hat, gloves, collar, belt and shoes, as well. In fact, 
consider the costume as a whole made up of parts, each one of which 
must harmonize with every other. 

Before sewing machines were to be found in every home and ready 
made clothing in the stores styles did not change so rapidly. Commercial 
conditions now make it to the advantage of a great army of people that 
the styles in dress change often and radically. The manufacturers of 
cloth, the wholesale merchants with their agents, the retailers and their 
numerous clerks, wholesale garment-makers and their many employes, 
pattern-makers, dress-makers, milliners and the manufacturers of all 
minor articles of clothing are all benefitted by this oft recurring change 
in style. This condition has come about so gradually that we hardly 
realize to what extent we are victims of trade-tricks. It is not necessary 
nor desirable that woman should enslave herself to follow all the vagaries 
of style. 



ion 




CHILD S PICTURE BOOK. 



CHAPTER X. 
PAPER, CLOTH AND CARDBOARD CONSTRUCTION. 

A Child's Picture Book. 

Materials: Pink, blue or yellow paper cambric 21 inches; coarse 
thread; coarse needle; bright, pretty pictures which the children have 
cut from papers, magazines, cards, etc.; paste. 

Fold the cloth through the center with the warp and cut on the fold. 
Fold both strips into three equal pieces with the woof, and cut. Fold each 

mi 



HANDICRAFT FOR GIRLS 

piece through the center parallel to the selvedge. Place two pieces to- 
gether and pin at the fold, and "pink" through the four thicknesses, around 
the edges with a "pinking iron." Do the same with the other pieces. 
When finished place them all together and stitch at the fold at follows: 

1. Mark three holes on the fold with the needle, one in the 
middle and one two inches above it, and another two inches below it. 

2. Tie a large knot two inches from the end of the thread. 

3. Insert the needle at the lowest hole, from the inside, and 
draw it through leaving two inches of the thread to tie. 

4. Pass over the middle hole and down through the upper one, 
out through the middle hole on one side of the long thread, and back 
through the same hole on the other side of the thread, and tie the 
two ends of the thread together. 

Paste a pretty card or large picture on the outside for the cover. Page 
the book with neat figures and write the name of the child for whom the 
book is designed on the inside of the cover. Arrange and paste in the 
pictures neatly. 

A Box with Cover. 

Materials : Cardboard for foundation 9" x 9" ; cover 7" x 7" ; colored 
paper for covering ; strips of cloth or glue-tape for staying corners ; glue. 
Use toothpicks in applying the glue. 

Find the center of the card by drawing both diagonals. Measure two 
and one-half inches from the center toward the sides. Draw straight 
lines passing through these points connecting opposite edges, thus forming 
a five-inch square in the center. Cut out the corners on these lines. 
Hold the edge of a ruler firmly to the lines of the square and bend the 
cardboard. Fold the strip of cloth or tape through the center and put 
the glue on this, using very little, and taking care to keep it back from 
the edge. Cover the corners with the cloth. Cut a strip of the colored 
paper twenty-one inches by two and three-fourth inches. Put a very 
little glue on the outside of the box and cover with the colored paper. 
Turn over the edges and glue them down. Follow the same directions 
for making the cover, measuring two and five-eighth inches from the 

102 



PAPER, CLOTH AND CARDBOARD CONSTRUCTION 



III 


M • ^^^^^Smi" 





NO. 1 AND NO. 2 — ONE-PIECE BOXES. 
NO. 3. — TWO-PIECE BOX. BOX AND COVER ALIKE. 




GROUP OF BOXES. 
103 



HANDICRAFT 



FOR 



GIRLS 



center of the seven-inch square of cardboard. Cover the sides and top 
with the colored paper, the strip for the sides being twenty-two inches 
by one and one-half inches, and the top a five-inch square. This box- 
can be made in any size or shape, the same general plan being followed. 

A Blank Book with Paper Cover Re-inforced with Cloth. 

Materials: Strong felt paper 9"xl0"; book cloth for back 10" x 
3] \" , for corners 4 pieces 2" x \)/\" \ lining paper for covers, 2 sheets 
4)4" * 9)/2"; number of sheets of paper desired for the book 8^2" x 
9_^2" ; coarse thread; coarse needle; glue. Use tooth-picks in applying 
the glue. 

Draw a line on the felt paper through the middle 
the long way and fold on the line. Measure on the 
outside one and one-fourth inches from the corners 
along both edges, and place points. Connect these 
points with straight lines. Place the long edge of 
the cloth corner to this line, and fold it over the 
corner and crease. Remove and trim it even before 
gluing on. Put the glue always on the cloth and 
use as little as possible. Crease the strip of book- 
cloth for the back, through the center, but do not 
glue in place until after the leaves are sewed in. 
Fold the sheets of paper through the center of the 
book. Follow the same directions for sewing the 
leaves together as given in the description of "A 
Child's Picture Book," page 101. Finish by gluing 
the paper lining on the inside of the cover and the strip of book-cloth 
down the back. 
This book could be made any size or shape, and decorated as desired. 

A Folding Envelope Case for Papers. 




A BLANK BOOK. 



Materials: Strong felt paper, or its substitute; (a sheet 20" x 30" 
cut through the center the short way will make two cases. If two har- 

104 



PAPER, CLOTH AND CARDBOARD CONSTRUCTION 

monious colors be selected, the corners cut from one case can be used to 
decorate another) ; book cloth in one-inch strips for binding; glue. Use 
tooth-picks in applying the glue. 



BACK AND FRONT VIEWS OF A FOLDING ENVELOPE 
CASE FOR PAPERS. 

On the wrong side, find the center of the paper twenty inches by fifteen 
inches by drawing both diagonals. Measure four and one-fourth inches 
from the center toward the sides. Draw straight lines passing through 
these points connecting opposite sides, thus forming an eight-and-a-half 
inch square in the center. Cut out the four corners on these lines. Fold 
in the four sides on the lines of the square. A strap, which will fasten the 
case by slipping through a slit cut in the opposite side, is to he made on one 
of the long flaps as follows : 



14 



105 



HANDICRAFT FOR GIRLS 

Place a point at the middle on the edge of the flap, and measure an 
inch along the edge on both sides of this point. Measure down two 
inches from these last points and place dots. Connect these dots by 
straight lines with the top and sides. Cut the corners out on these 
lines. Trim the end of the strap to a point beginning one-half inch 
from the corners and cutting to the center point. 
It is necessary to trim the edges of the flaps that there may be no diffi- 
culty in folding one over another. Measure one-half inch from the cor- 
ners of the flaps and connect this point with the corner of the square, 
and cut on these lines. Fold the half-inch strip of book-cloth through the 
center ; place the glue on the cloth and glue it for a binding around the 
raw edges of the case. Finish the corners of the binding with the square 
or mitered corner. Fold the fastening strap over the opposite side, and 
place a point at the corners to locate the place where the slit is to be cut. 
Connect these two points by a straight line and draw another parallel to, 
and three-fourths of an inch from it. Cut on these lines with a knife. 
This slit must be strengthened by the book-cloth. Cut a piece two and 
three-fourths inches by one and one-fourth inches and glue over the strip 
on the wrong side ; clip the edges at the ends of the slit, and bring through 
to the right side, and glue them down. The piece for the covering of the 
right side may be cut the exact width of the slit, and the ends cut in some 
fancy shape. This may be cut from the cloth, or the paper used in the 
design. The front of the case can be decorated as desired. Very beau- 
tiful effects can be obtained by cutting out the design from paper that 
harmonizes in color and gluing it on. This makes a very useful case for 
holding school papers, and if neatly and carefully done, is an excellent 
exercise. 



106 



PAPER, CLOTH AND CARDBOARD CONSTRUCTION 

Clipping Case. 

Materials: 4 envelopes, 4^ // x9^ ,/ ; 4 strips of book-cloth 9^"x 
1"; 1 strip of book-cloth 10"x3^"; 4 pieces of book-cloth 2" xl%"; 
heavy felt paper 9" x 10" ; 2 sheets lining paper 4*4" x 9y 2 " ; glue. Put 
the glue on the cloth each time with tooth-picks. 




CLIPPING CASE. 



Follow the directions for making the cover of the "Blank Book with 
Paper Cover Re-inforced with Cloth," page 104. The envelopes take 
the place of the sheets of paper and are fastened in place as follows: 

1. On the back and front of the envelopes draw a line parallel 
to and one-half inch from the bottom. 

2. Fold a strip of book-cloth one inch by nine and one-half inches 
through the center the long way. 

3. Glue one-half of this folded strip to the half-inch below the 
line on the back of one envelope and the other half to the half-inch 
below the line on the front of another envelope. Continue thus until 
the four envelopes are fastened together. 

4. Glue half of a strip of the cloth to the front of the first en- 
velope and the other half to the front of the cover to hold in the 
desired position. Do the same at the back. 

107 



HANDICRAFT 



FOR 



GIRLS 



5. Glue in the lining papers on the covers. 
The outside may be decorated as desired. 

A Postal Card Album. 

Materials: Paper for leaves of book; pulp board in three pieces, 5" x 
8", 5"x6^|", 5"\ \" '; book-cloth in two pieces 6"x9"; lining paper in 
two pieces 4-}4" x 7-j4"; glue; eyelet punch and eyelets. 




TWO VIEWS OF A POST CARD ALBUM — CLOSED AND OPEN. 



To be of value the work in this exercise must be exact, with measure- 
ments perfectly accurate. The glue is to be used sparingly and spread 
upon the cloth and not on the pulp board. 

Draw on the book-cloth an oblong five by eight inches, which will leave 
a margin of one-half inch. Put the glue on the cloth and place the pulp 
board five by eight inches over the oblong. Turn over the edges and 
finish. Glue the lining paper in place. Place under weight as soon as 
finished. The front cover is made the same with the exception of a joint 
in the pulp board. Draw on the second piece of book-cloth an oblong 

108 



PAPER, CLOTH AND CARDBOARD CONSTRUCTION 

five by eight inches. Draw a line one inch from and parallel to one end 
of the oblong. Draw a second line one-fourth of an inch from this. 
Spread the glue on the cloth and place the two pieces of pulp board on 
the oblong with a quarter-inch space between them, and proceed as before. 
Both covers can be made with the joint if desired. Punch with the 
eyelet tool two holes in each cover three inches apart and one-half inch 
from the edge, and put in the eyelets. Take care that these holes are 
directly opposite. Cut the paper for the book into sheets four and one- 
half by seven and three-fourths inches (or four-and one-half by fifteen 
and one-half inches, and fold. Punch the eyelets exactly even with those 
in the cover. Place a postal-card three and one-half by five and one-half 
inches on the sheets with a half-inch margin at top, bottom and end, 
and make two points on each of the four sides, one one-half inch from the 
corner, and the other one inch. Connect corresponding points by slant 
lines and cut with a knife on these lines. The outside cover can be 
decorated in any way desired. This style of cover can be used for a book 
of any size or shape. 

Picture Framing. 

Select a mount of the proper color for the picture to be used, and 
passepartout paper to harmonize. Cut to the desired size and shape. 
Cut a piece of cardboard to the same size. Have a glass cut to the size 
of the mount, also a mat for the picture, if desired. Place the picture in 
position on the mount, and draw guide lines to aid in pasting the picture 
in place. Put the two rings used for the purpose of hanging the picture, 
into the cardboard back before putting the parts together. The rings 
should be placed exactly even, measuring down from the top about one- 
third of the width of the picture, and in at the sides one inch. Clean the 
glass carefully, and place it over the picture. Between the cardboard back 
and the picture place two or three layers of newspaper. Be sure that the 
back is placed with the rings toward the top. Tie all together very tightly 
with a strong cord, passing the cord only around one way of the picture. 
Cut the passepartout paper the length of the picture and crease it over 
the edges. Moisten the paper and stick it first to the glass and then draw 

109 



HANDICRAFT 



FOR 



GIRLS 



it firmly over the edge and down on the cardboard back. It is neces- 
sary to work rapidly after the paper is moistened. Finish the other edge 
in the same manner. Before removing the cord, tie another around the 
other way. Finish the two ends in the same manner as the sides, with the 




exception of the corners. Cut the passe-partout paper an inch longer 
than the side to be covered, and do not fasten down quite to the corner. 
Trim for a mitered corner on the glass side and cut a narrow strip the 
thickness of the glass, and stick it down along the other edge. Tie a 
cord into the rings for hanging. 

A Four Sided, Collapsible Candle or Lamp Shade. 



Materials: Cardboard; book-cloth or Japanese tissue paper; passe- 
partout paper. 

Cut a pattern of one section of the shade in the form of a trapezoid 
having the longer parallel five and seven-eighth inches, the shorter parallel 
one and three-eighth inches and the altitude four and one-half inches. 
Candle shadeholders are uniform in size being six and one-half inches in 
circumference. To fit this circular holder, the shade may be rounded 
out at the top, although it can be used with the straight edge. Cut a strip 

HO 



PAPER, CLOTH AND CARDBOARD CONSTRUCTION 

of cardboard five inches wide, and from this cut the four sides of the shade. 

The decoration of the shade may be varied greatly. The design may 
be drawn upon the back of the cardboard and cut out the same as a stencil, 
care being taken that the proper bridges are in place. The book-cloth is 
then pasted on the back. If the cardboard is intended as a framework only, 
construct a second trapezoid one-half inch inside the other, and cut on the 
lines. The possibilities for decoration are limitless. A design may be 
stenciled, embroidered, or worked with any of the fancy stitches upon any 
thin material through which the light will shine, and then pasted over 
the back of the frame-work. Fancy silks are also very effective. 

When the sections are finished, fasten them together with the passe- 
partout paper. Lay them all face downward with the sides to be joined 
placed as closely together as possible, and stick the moistened paper over 
adjoining edges. Book-cloth or any firm material can be used instead of 
the passe-partout paper. 




Ill 



CHAPTER XI. 
HOME FURNISHING, DECORATION AND CARE. 

Bright, clean, tasteful and well regulated homes will add more to the 
sum of human happiness than anything else in life. A happy home does 
not always mean a costly one. The simple, tidy home of the day laborer 
may have the home-atmosphere that the mansion may lack.. A home can 
be tastefully, even if cheaply, furnished. 

A thoughtful teacher can impart to her class a love of home and a 
respect and honor for the labor that keeps that home clean, attractive and 
wholesome, and instill womanly traits that may add greatly to the happi- 
ness of the individuals and the betterment of all with whom they come 
in contact. A familiarity with the conditions of an ideal home and the 
aroused interest of the girls who will be the home-makers in a few years 
will have an influence and value that is limitless. The parents, also, 
may receive suggestions through their children that will react on the 
present home conditions. 

Every teacher will invent her own method of reaching her particular 
class, depending upon their needs and environment, using all necessary 
tact. An outline is given below which will suggest a few topics and one 
method of conducting the lessons. There are many kindred subjects, 
such as good ventilation, plenty of sunlight, good house-keeping, etc., 
that can be brought into the discussions, but the enthusiasm which is 
aroused is really the vital point of the lesson. 

An Imaginary Home. 

When furnishing a home take into consideration sanitary conditions, 
use, convenience, economy and artistic effects. 

1. Ask pupils to make clippings of house plans from papers, maga- 
zines, etc. Study and compare them. 

2. Decide upon a plan for a simple house, and have some member of 
the class draw the floor plans upon the blackboard where it can remain 
for a time. 

112 



HOME FURNISHING, DECORATION AND CARE 



3. Several points must be considered in conjunction, that there may 
may be harmony throughout the house as the rooms open into each other. 

a. The color scheme and design for each room. Some samples 
of cloth or paper to show the exact colors and combinations of colors 
decided upon. 

b. Decoration of the walls. 

c. The floor finish or covering. 

d. Color of shades and curtains that the outside may present a 
favorable appearance. 

4. Divide the class into sections and assign a room to each section 
to suggest detail in style of furnishing and decorating. 

a. Living Room. e. Hall. 

b. Dining Room. f. Sleeping Rooms. 

c. Kitchen. g. Bath. 

d. Pantry. h. Laundry. 

5. Avoid over-crowding the rooms with furniture and cluttering 
with too many pictures and useless and inartistic bric-a-brac, and dust- 
collectors. 

6. The Care of the Home : This topic will enable the teacher to 
give many helpful suggestions. Assign sub-divisions of the subject to 
different members of the class: 

Care of book-shelves, daily 
papers, magazines, etc. 
Care of sleeping rooms, beds, 
etc. 

Care of bath rooms. 



a. 


Sweeping. 


g- 


b. 


Dusting. 




c. 


Care of bare floors. 


h. 


d. 


Window washing. 




e. 


Dish washing. 


i. 


f. 


Care of cupboards. 





15 



113 



CHAPTER XII. 
BASKETRY. 

Basketry is one of the oldest handicrafts known to man, but it reached 
its greatest excellence with the tribes of American Indians who wove bas- 
kets from the grasses, reeds and rushes which they gathered as they 
wandered from place to place in their nomadic life. These materials 
were colored with dyes made by cooking the bark of certain trees and the 
roots and bulbs of plants, a knowledge of which was handed down from 
mother to daughter. 

The designs were not meaningless, but represented by symbols their 
prayers to the Deity for rain, success to a war party, or a petition for 
favorable crops. Or it might be they chronicled the victory over a hostile 
tribe, a maiden's love for a stalwart brave, or a thousand other events 
of their lives in conventionalized symbolic form. The shape, size and 
use varied as much as the design. 

The material used by the Indians is not available for us but imported 
raffia, rattan and rushes form excellent substitutes. Raffia, a product 
of the Island of Madagascar, is a soft, pliable, yellowish fiber growing 
next to the bark of a species of palm tree. Rattan is the product of a 
kind of palm which grows in India. It is stripped of leaves and split 
into round or flat strips of different sizes. 

A more instructive occupation cannot be found for children than bas- 
ketry and its allied subjects. It not only is fascinating in itself, but 
develops patience, judgment, dexterity and skill, and embodies the satis- 
faction of making a beautiful and useful article. It is not only an edu- 
cative occupation for school, but for the home as well. 

Baskets are known as the woven baskets made of the round or flat 
rattan and the sewed baskets made from the raffia and reeds. 

General Directions for Making the Coil Basket. 

Preparation of Materials. — Round reeds are sold in sizes from the 
very fine Number to the coarse Number 8. Hemp cord of different 
sizes may be substituted for the reeds of a flexible basket if desired. 

114 



BASKETRY 



Beginning about two inches from one end of the reed, sharpen to a 
flat point. Coil the other end, leaving ten or fifteen inches uncoiled, and 
tie with raffia two or three times. Soak the reeds in water until very 




2 3 4 

BEGINNING A BASKET IN ANY WEAVE. 

1 — The reed sharpened to a flat point. 
2 — The end of the sharpened reed wound with raffia. 
3 — -The end of the reed curled into a small "button." 
4 — Splicing reeds by cutting both to a flat point. 



pliable, then remove and wipe dry before using. The raffia may be used 
wet or dry as one prefers. It may be used in coarse strands for the large 
baskets or split to any size desired for the finer stitches, but should be 
kept uniform. The basket sewing requires either the sharp or blunt 
tapestry needle, varying in size between Number 18 and Number 22. 
Thread the end of the raffia that has been cut from the tree into the 
needle, thus working with the fiber, as it is less liable to split. Much of 
the beauty of the basket will depend upon the smoothness and neatness 
of the work. 

115 



HANDICRAFT 



FOR 



GIRLS 



Beginning 1 the Basket.— Baskets may be classified as round or 
oval. 

A. The Round Basket. 

Draw the sharpened end of the the pliable reed between the thumb 
and finger into the smallest possible coil. Lay the end of the raffia to the 
point and along the sharpened end of the reed and hold it in place with the 
left hand. By a sharp turn in the thread begin winding over the reed 
and raffia to the point. Then shape into the coil by sewing through the 
center, thus forming the "button" as in the illustration. 




BASKETS BEGUN IN THREE DIFFERENT WEAVES. 

1 — Round basket in the Navajo weave. 

2 — Oval basket in the Lazy Squaw weave. 

3 — Round basket in the Mariposa weavt 



B. The Oval Basket: 
The end of the reed is not sharpened, and must be very soft and pliable, 
or it cannot be bent together at the desired length, two, three, four, five 
or more inches from the end, without breaking. It will do no special 
harm if it splits, however, as it is to be covered with the raffia. Lay the 
end of the raffia to the end of the reed, along the reed and around the 

116 



BASKETRY 




z 

o 



a 
z 



02 
> 

z 






a. 
o 



117 



HANDICRAFT FOR GIRLS 

bend, and by a sharp turn in the thread wind four or five times over the 
raffia, covering the bend in the reed. The two reeds may then be caught 
together by the stitch selected for the basket, or the "Navajo" or "figure 
eight stitch" may be used and the other stitch introduced on the second 
round. 

Splicing" the Reed.' — As the reed naturally coils somewhat take care 
to splice it so that the coil in the two pieces remains the same, otherwise it 
would draw apart. Sharpen the top side of one reed and the underside 
of the other to a long flat point and slip one past the other until the two 
together form the uniform size of the reed. It is sometimes advisable for 
a novice to wind the spliced reeds with fine thread, but experience will 
teach one to do the splicing with the sewing of the basket. 

Splicing- the Thread. — When a new thread is needed lay the end 
of the old thread along the reed and place the new thread over it, and by 
a sharp turn in the thread, wind once or twice over both, and continue 
the stitch as before. When the ends are firmly fastened clip them off. 

Shaping the Basket. — Coiled basketry admits of the greatest vari- 
ety in shape and size, from the simple table mat to the exquisitely beautiful 
jar and vase forms, while the stitches lend themselves to an endless variety 
of design ranging from the simplest to the most intricate patterns. 

It is well to have in mind the shape and design before beginning the 
basket, as haphazard work is not apt to be satisfactory. Baskets can be 
easily shaped to any desired form, as this depends entirely upon the posi- 
tion of each succeeding reed upon the one below it. 

Introduction of Color. — All reeds in the coiled baseket are wound 
twice with the raffia. It is important to keep this in mind when putting 
in designs. The colored raffia is introduced in the same manner that the 
thread is spliced, by laying it along the reed and sewing over it. When 
working out designs in color do not cut the thread when changing from 
one to another, but lay the thread not in use along the reed and sew over 
it, bringing it out when ready to use it again. 

As an aid in dividing the space for a design a piece of paper may be 
cut and folded into the desired number of sections, and these marked on 

118 



BASKETRY 



the basket. These spaces are then filled in without regard to the exact 
number of stitches required to cover the reeds. 

Beginners should make a study of Indian baskets and their designs. 

Finishing the Basket.^Cut the end of the reed to a flat point two 
inches in length, and gradually taper the stitching off so that it shows 
where it ends as little as possible. The last two rows of the basket might 
be stitched with colored raffia unless it detracts from the design. 




BASKET SHOWING THE NAVAJO WEAVE. 



Description of Basket Stitches. 



The stitching proceeds along a continuous coil, so that each stitch is 
passed beneath the stitches of the coil beneath. 

For convenience in analyzing these stitches the two reeds may be 
designated as the loose reed and the fastened reed. 

The Navajo Stitch (Figure Eight). — Hold the commenced coil 
in the left hand which will cause the work to proceed from the right 
toward the left. 

119 



HANDICRAFT 



FOR 



GIRLS 



(a) Pass the thread between the two reeds toward you, (b) over 
the loose reed from you, (c) between the two reeds toward you, (d) 
down between the stitches of the fastened reed from you, and beginning 
again at (a) pass the thread between the two reeds toward you com- 
pleting the figure eight. Draw the two reeds firmly together. 




BASKET SHOWING THE LAZY SQUAW WEAVE. 



This is the stitch used by the Indians in making the baskets which they 
ornamented with feathers, wampum, shells and beads. 

The Lazy Squaw Stitch.— This stitch is made up of two parts, 
a long and a short stitch. 

Hold the commenced coil in the left hand and work from right to left. 

(a) Wrap the thread toward you over and around the loose reed once, 

(b) then over the loose reed again, (c) and down from you between the 
stitches of the fastened reed and back to (a). This completes the long- 
and-short stitch. 

The story of the origin of the name "Lazy-Squaw" stitch is interesting. 
If the squaw was inclined to slight her work she would wrap the loose 

120 



BASKETRY 



reed several times before taking the long and more difficult stitch which 
bound the' two reeds together. She would then receive from her com- 
panions the ignominious title of "lazy-squaw." 

As a modification of this stitch the wrapping of the loose reed is omit- 
ted, and the long stitch only is used. This passes each time between the 
stitches of the coil beneath. 




BASKET SHOWING THE MARIPOSA WEAVE. 



The Mariposa Stitch (Knotted).— In analyzing this stitch we 
find that it is made up of three parts. It is the same as the Lazy Squaw 
Stitch with the addition of the knotted effect obtained by passing the 
thread around the long stitch. 

Hold the commenced coil in the left hand and work from right to left. 

(a) Wrap the thread toward you over and around the loose reed once, 

(b) then over the loose reed again, (c) and down from you between the 



16 



121 



HANDICRAFT FOR GIRLS 

stitches of the fastened reed, thus binding the two reeds together, (d) 
bring the needle up between the two reeds at the left side of the long 
stitch, (e) cross over this stitch, going down between the two reeds at 
the right of the long stitch. Bring the thread over the loose reed and 
begin wrapping again as at (a). 

The Samoan Stitch (Lace Effect). — Baskets that are to be lined 
are very pretty made of this stitch. It is also very effective combined with 
other stitches, or as the finishing coil of a basket. 

The Samoan Stitch is a modification of the Mariposa Stitch, the only 
difference being in the space between the reeds and the passing of the 
thread around the long stitch two, three or more times, which gives 
the lace effect. The reeds must be held firmly, however, and the thread 
passed around the long stitch times enough to make the basket firm. 



122 



Books on the Manual Arts 

CLAY WORK. By Katherine Morris Lester. 

This book has been written by a grade teacher and art worker to help 
teachers in acquiring the technique of clay working, and to give them 
suggestions concerning the teaching of the several types of clay work 
suited to pupils in the elementary schools. It covers the study of natural 
forms, the human figure in relief and the round, animal forms, story 
illustration, architectural ornament, tiles, hand-built pottery and pottery 
decoration. The book is richly illustrated with more than fifty half-tone 
and line cuts showing processes, designs, and the work of children from 
ten to twelve years of age. Price, $1.00. 

CLASSROOM PRACTICE IN DESIGN. By James Parton 
Haney. 

A concise up-to-date, richly illustrated brochure on the teaching of applied 
design. Price, 50 cents. 

THE WASH METHOD OF HANDLING WATER COLOUR. 

By Frank Forrest Frederick. 

A brief, clear, comprehensive text printed in sepia and illustrated with wash 
drawings and a water-color painting by the author. Price, 50 cents. 

SIMPLIFIED MECHANICAL PERSPECTIVE. By Frank 
Forrest Frederick. 

A book of simple problems covering the essentials of mechanical perspective. 
It is planned for pupils of high school age who have already received some 
elementary training in mechanical drawing. It is simple, direct and prac- 
tical. Price, 75 cents. 

THE CONSTRUCTION AND FLYING OF KITES. By 

Charles M. Miller. 

This contains seven full-page plates of drawings of kites and fifteen figures 
— over forty kites shown. Details of construction given ; a kite tournament 
is described. Full of interesting suggestions. Price, 20 cents. 

COPING SAW WORK. By Ben W. Johnson. 

Contains working drawings and suggestions for teaching a course of work 
in thin wood that is full of fun for the children, and affords ample means 
for training in form study, construction, invention and careful work. Has 
been called "applied mechanics for the fourth grade." Price, 20 cents. 

SELECTED SHOP PROBLEMS. By George A. Seaton. 

A collection of sixteen problems in woodworking made to meet the needs 
of busy teachers of manual training. Each problem has been put to the 
test and has proven satisfactory to the teacher who designed it and the 
pupil who made it. Price, 20 cents. 

BEGINNING WOODWORK. At home and in school. By 
CLINTON S. VAN DeuseN; illustrated by Edwin V. Lawrence. 
A full and clear description in detail of the fundamental processes of 
elementary benchwork in wood. This description is given through direc- 
tions for making a few simple, useful articles suitable either for school or 
home problems. Price, $1.00. 



Books on the Manual Arts 



HANDWORK IN WOOD. By William Noyes. 

A notable book on woodworking. It is the result of extensive research 
and long experience in teaching and in training teachers. It is a com- 
prehensive and scholarly treatment of the subject and is the one book of 
reference which teachers of woodworking feel that thev must always 
have at hand. Price, $2.00. 

ESSENTIALS OF WOODWORKING. By Ira S. Griffith, 

illustrated by Edwin V. Lawrence. 

A text book on woodworking tools, materials and processes to supplement 

the instruction given by the teacher. Very fully illustrated. Price, $1.25. 

WOODWORK FOR SCHOOLS ON SCIENTIFIC LINES. 

By James Thomas Baily and S. Pollitt. 

This is the American edition of an English book containing 120 practical 
problems, many of which have been designed to correlate mathematics and 
physical science with manual training. Price, 75 cents. 

PROBLEMS IN WOODWORKING. By M. W. Murray. 

A convenient collection of good problems ready to place in the hands of 
the pupil. Price, 75 cents. 

PROBLEMS IN FURNITURE MAKING. By Fred D. 

Crawshaw. 

Thirty-two plates of working drawings of simple, artistic furniture, with 
notes on construction, finish and design. Price, $1.00. 

PROBLEMS IN MECHANICAL DRAWING. By Charlfs 
A. BENNETT, with drawings made by Fred D. Crawshaw. 
The purpose of this book is to furnish teachers of classes beginning mechan- 
ical drawing with a large number of simple, practical problems in conven- 
ient form for immediate use. Price, $1.00. 

PROBLEMS IN WOOD-TURNING. By Frfd D. Crawshaw. 

A collection of problems presenled in the form of 25 plates excellent in 
draftsmanship. Contains a brief, clear text on the science and art of 
wood-turning ; also a chapter on "Form and Proportion," which shows 
how accepted principles of art may be applied in designing objects to be 
turned in wood. Price, 80 cents. 

MANUAL TRAINING MAGAZINE. Edited by Charles A. 
Bennett. 

Published bi-monthly. Price, $1.50 a year. 



In addition to the above, we keep in stock the best books on the Manual Arts 
issued by other publishers. 

THE MANUAL ARTS PRESS :: PEORIA, ILL. 



SCT 24 1910 



One copy del. to Cat. Div. 



OCV 24 IS'iy 



m siiaiii 

. . . 

mm wM\\ W w m 
Immmmm j? pjj h (!u jh ! a < 

: r|; hill I! 

iliil 



! •'!;'! » ' ; i i <!■ 'i -'(•' r 'i«si 




jKRSimlll 
JtJKrlllill 



LIBRARY OF CONGRESS 




l mi mi m: ii n 
013 971 223 7 



in 



lilli 






